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The development and validation of the Teachers’ Perception of Risk Scale (TPRS) in educational change

Teo, T.ORCID: 0000-0002-7552-8497 and Le Fevre, D. (2017) The development and validation of the Teachers’ Perception of Risk Scale (TPRS) in educational change. Current Psychology, 36 (3). pp. 649-656.

Link to Published Version: https://doi.org/10.1007/s12144-016-9453-z
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Abstract

Perception of risk is an important construct to understand in educational change. While there exists a significant body of empirical research on perceptions of risk in other fields there is limited empirical research on the role of perceptions of risk in education (Le Fevre 2014; Reio and Lasky 2007). Teachers’ perceptions of risk are important to assess as risk is an inherent aspect of change and evidence suggests teachers may avoid engaging with change in an effort to reduce uncertainty and negative emotions associated with risk . This paper describes the development of a tool for measuring teacher perceptions of risk and teacher willingness when engaging in educational change. Data were collected from 684 primary, intermediate, and secondary high schools located in various parts of New Zealand (students’ age between 6 and 17 years). The results suggest that Teachers’ Perception of Risk Scale (TPRS) possessed sufficient construct validity for use among teachers from primary to high schools. The tool developed and described here has the potential to contribute to methodology for understanding and addressing perceptions of risk for teachers engaged with educational change for improvement in practice.

Item Type: Journal Article
Publisher: Springer-Verlag
Copyright: © 2016 Springer Science+Business Media New York
URI: http://researchrepository.murdoch.edu.au/id/eprint/46719
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