Abstract
Teachers are the foundation of educational reform efforts, yet their contributions to the process of designing and implementing mandated change like No Child Left Behind remains misunderstood. Mandated change not only can challenge teachers’ professional identity, but can also increase demands for teacher performance improvement, accountability, and nonteaching duties, frequently with insufficient accommodation for time. Reform efforts often lack clear direction. The ambiguity about what precisely is required and when in combination with perceptions of insufficient time leads to a wide range of emotional reactions from teachers. As ambiguity and time constraints increase, the likelihood of negative emotional reactions such as anxiety, frustration, and anger increase. Negative emotions deter the teacher motivation and proactive socialization-related learning (i.e., information seeking) required for adapting successfully to said change, reducing the likelihood that the change effort will succeed. The chapter explores the link between teacher emotions, socialization-related learning, and adaptation in the context of reform and presents recommendations for improving practice.
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Reio, T.G. (2011). Teacher Emotions and Socialization-Related Learning in the Context of Educational Change. In: Day, C., Lee, JK. (eds) New Understandings of Teacher's Work. Professional Learning and Development in Schools and Higher Education, vol 100. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0545-6_7
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