Understanding teachers as change agents: An investigation of primary school teachers’ self-perception

Abstract

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From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement

“…It is because endorsing a more incremental view (growth mindset) can prevent teachers from focusing on students’ ability and maladaptively attributing inability as the reason for students’ negative academic or behavioral outcomes and encourage attributions to more malleable and teachable factors, thus enhancing their sense of deriving more meaning in their job as teachers, their resilience to challenges and enthusiasm at work. Promoting the change in beliefs like growth mindset is not only important for current and prospective teachers but should also be given a high priority among teacher education practitioners (Van der Heijden et al., 2018). Therefore, it is also important to provide these training programs to the teacher educators who can integrate them in the design of teacher education.…”

How contextual factors influence teachers’ pedagogical practices

“…Most teachers feel responsible, personally and professionally, for completing all these tasks. Accordingly, they would not be likely to accept changes without giving them thought and, instead, would be likely to seek to engage with school improvement projects (van der Heijden et al 2018). From this perspective, the coherence between teachers' educational goals and the school's educational strategy tends to influence how teachers experience their pedagogical practices at school (Gemmink et al 2020;Honig and Hatch 2004).…”

Functional coordination between present teaching and policy reform in Swedish science education

“…Teachers have a crucial role in the design of teaching and in relation to the introduction of new policies, and they are often discussed as potential change agents (e.g. Fullan, 1993;van der Heijden, Beijaard, Geldens, & Popeijus, 2018). Fullan (2010) argues that reform processes must make sense for those who it concerns, both on an internal and external level and he emphasises the importance of aligning the purpose of the reform with what is motivating and functional for the participants.…”