Abstract:
The expectations on teachers are constantly changing in a world of fast-evolving alternative learning environments aimed at meeting the learning needs of students. One challenge teachers face is to manage this change successfully, working with perceived risks, such as uncertainty and emotions along the way. Teachers who show hesitation to engage in change are often labelled as resistant. Resistance to change is not an unfamiliar concept and a significant body of research exists surrounding management of resistance. This research seeks to challenge the traditional concept of resistance and instead explore the role of teacher uncertainty as a form of perceived risk. A risk perception lens was used to understand teachers' uncertainty and the influence on teachers' actions. This qualitative case study used data from semi-structured interviews with five teachers at a high decile, public, primary school. It aimed to capture the experiences of teachers who had recently transitioned into an Innovative Learning Environment. Interview data were analysed through a thematic analysis to establish salient themes that illustrate the experiences of those teachers at this point in time. Findings suggest that relationships, knowledge and the effect on students were the main causes of teachers' uncertainty. There was an inverse relationship between teachers' level of knowledge and the level of perceived risks they associated with change. This was also the case between the quality of their relationships and the perceived risks associated with change. Uncertainty was specific to each individual and was presented as a dynamic perception of risk. This thesis contends that perceived risk may be due to the uncertainty of teachers regarding the associated educational change. Understanding this can help leaders to reduce uncertainty and thus increase teacher engagement in change.