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Instructional leadership and change: An investigation into the emotional experiences of teachers as agents of change

Saunders, R.ORCID: 0000-0002-2107-7934 (2017) Instructional leadership and change: An investigation into the emotional experiences of teachers as agents of change. In: 32nd Annual Research Forum. WAIER. Local Research, Global Focus, 5 August 2017, The University of Notre Dame, Fremantle


This purpose of this study is to examine teacher emotions in the context of instructional change. Specifically, this study focuses on the role emotions play when teachers transfer new instructional processes into their practice, and are then required to lead instructional change within their own institutions. A sequential, mixed methods research design consisting of the administration of a quantitative questionnaire followed by in-depth qualitative narrative interviews and classroom observations was used to better understand this complex area of educational change. Results from data collection and analysis were used to profile the journeys of professional change and leadership experienced by 27 tertiary teachers involved in a four-year systemic-change professional-development initiative. Findings revealed that the teachers involved in this study experienced a range of emotions when implementing new instructional processes and when leading instructional change. The teachers' emotional responses directly impacted their use of new instructional processes and their interactions with colleagues, as they assumed instructional leadership roles. A cyclical pattern of emotions emerged influenced by time, place and interpersonal relationships. Implications for the future design and implementation of instructional change initiatives and the preparation and support of teachers as leaders and agents of change are discussed.

Item Type: Conference Paper
Murdoch Affiliation(s): School of Education
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