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Teachers as Agents of Change

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Title: Using insights from the foundation disciplines in education, examine the extent to which

classroom teachers see themselves as agents of change in their school. Discuss ONE way in which
educators can become more committed to their role as change agents. Reshma Rambajan
University of the West Indies Many researchers have addressed the issue of teachers as change
agents.

According to Fullan, (1993), “change is in essence, learning to do something differently, involving

adjustments to many elements of classroom practice and everybody is a change agent in quality

education” (p. 24). The question however arises as to whether teachers see themselves as change
agents. Bansford, (2000) states, “teachers do not view themselves as leaders and educating

teachers as change agents is a challenge”(p. 106). However according to Holt (1970), the best way
to introduce change in our schools is through the teachers themselves .

He writes; “The proper, the best and indeed the only source of lasting and significant change must

be the teacher in the classroom”. (p. 211). Teachers are members of and identify with the system,
they have a sense of pre- history about the school organization, they are aware of the norms of

their colleagues, their attitudes, values and behavioural responses. Teachers may also live in the

communities in which they teach which give them great insights concerning the values and
attitudes of the community at large.
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Finally teachers are on the scene in the schools; therefore they are in a position to initiate planned
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change on the basis of needs and are available to implement these changes. Despite this there are

many factors which prevent teachers from being an agent of change in schools. Factors which

prevent teachers from being agents of change in schools include the change in school
management. Prior to the turn of the century teachers received much of their direction from

classroom practice from outside sources, primarily the community that hired them.

Schools however with the demands placed by public pressure adopted a more “scientific
management model” and the teacher lost most of their decision- making powers, according to

Callahan (1962) “teachers were relieved of the burden of finding best methods for teaching
children” (p. 176). The second factor stems from this narrowing of teachers roles, the teachers
poor self- image. This negative report of self tends to be related to feelings of helplessness and

powerlessness which then generate apathetic and passive professional behaviour.

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Another major problem faced by teachers that inhibits them from taking leadership roles in

change is their fear of reprisal, not only from administrators, but also from their colleagues. Both

of these factors loom large in the willingness of teachers to engage in change. Fear of reprisal
causes teachers to assume a passive role in the system to avoid being hassled, questioned,

criticized or in any way draw attention to them. Included with this fear is the lack of administrative

support for teacher – generated innovation. Administrative neutrality may be considered as

disapproval and teachers may read this as negativism.

Further, teachers’ complacency coupled with defensiveness of a profession that is seemingly

under constant attack also interferes with teachers seeing themselves as agents of change in

schools. Finally and a point which must not be overlooked is many times the sheer business of the

job leaves little time for questioning or thoughtful analysis of the educational endeavour which
might result in an effort towards change. While the above are contributing factors as to the extent
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That is, teachers do not change schools because they do not know how to approach the job.
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Ignorance, rather than apathy, is a large part of their problem but ignorance can be corrected, if

we as educators lead the way. Teachers are not dumb … they are just trained to act that way” (p.

28). As educators within the secondary school system we can become more committed to the role

as change agent by seeing the school as an enormous social organization. In order to operate
efficiently, within this organizational environment teachers need to become, “knowledge workers”.

A knowledge worker, according to Fredrick Taylor, is a person who has been trained to use

systematically organized knowledge as well as a person who can make knowledge productive in
systematic ways. These kinds of skills are of great importance to a change agent, and the

knowledge that teachers need to use productively concerns the dynamic, as well as the proper

problem – solving approach to planned change. It is only through such preparation that teachers

can assume the role of change agent with the chance of being successful.

Specifically one way teachers can be committed to their role as agents of change is to foster a

“health promoting school”. School policy and curriculum design provide a nurturing and culturally-

rich environment in which children can fully develop their physical well-being, social confidence,

emotional and behavioural maturity, language richness, knowledge kills and moral awareness.
The idea of the teacher as a change agent has roots in the progressive education movement and

was first articulated in Dewey’s (1920) book, Reconstruction in Philosophy.

The idea was put forward that society must be transformed and schools in general and teachers in
particular can be the agents for this transformation. This philosophy points to the profile of a

teacher as change agent, as an educator who possesses the skills, desire, and motivation
necessary to make schools more equitable. The teacher who is a change agent believes that
schools must not simply perpetuate the present social order but seek to affect change by assuring

that all students have the necessary skills for equal access to the job opportunities that, in turn,
will provide access o the good life.

A motivated teacher can change the attitude of students and through them, the society. (Dennis,
2003) As an educator committed to the role of change agent through fostering the “health

promoting school”. It is expected that the teacher meet the emotional needs of students if they
are to facilitate learning. According to Cooper, (2003), “The effective teacher is one who is able to
bring about intended learning outcomes”(p. 3). In order to achieve this, teachers need to exhibit

characteristics of empathy, caring and consideration.

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Teachers should “take into account complexities arising from the classroom situation, such as the
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presence of many pupils of unequal aptitude, readiness, and motivation; the difficulties of
teacher-pupil communication; the particular characteristics of the subject matter being taught;

and the age-level characteristics of the pupils”. (Ausubel, 1968, p6) Teachers need to create an
inclusive learning environment. Students appreciate teachers who show respect for them and
their feelings and who are genuinely interested in their likes and dislikes.

Obviously if such a basis is formed in the relationship between teacher and student, teaching and

learning will effectively take place. As a change agent within the education system and referring to
one aspect of “health promoting schools”, which is promoting, “well-being”. Maslow’s vision of the
hierarchy of needs in the 20th Century educational system must be taken into consideration. In

my experience the greatest need of students after the physiological and safety needs are taken
care of is the need to belong.

In the field of education the effective way to boost student’s self-esteem is to provide students
with the opportunities to experience success and this should not be achieved by encouraging

them to “jump through the prescribed academic, physical or personal hoops”. Students hold the
keys to their own learning and teachers as change agents must understand the critical role that
students play in their own learning and use this understanding to become more student- oriented,

rather than subject or self-oriented. Students must not only be involved in learning, they must
also experience success as they learn.

A problem may occur when teaching styles conflict with students’ learning styles often resulting in
limited learning or no learning. Understanding learner-centred instruction from the perspective of

multiple intelligences is key to student’s success and following the trend of well-being and social
confidence as part of a “health promoting school”, the role of the change agent is to use this to

their advantage. MI theory, introduced by Howard Gardner, centres on the concept that there is
no general intelligence, but rather each person has at least eight distinct intelligences that can be
developed through a lifetime.

MI theory suggests that there is a plurality of intellect. From birth, individuals may differ in
particular intelligence profiles and life experiences may alter these profiles over time. According to

Gardner, one of the most important purposes of school is to develop multiple intelligences, thus
helping people reach vocational goals that are appropriated to their spectrum of intelligences. It is

important to note that integrating multiple intelligences into the classroom setting does not
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require a major overhaul of teaching methodology or a total revamping of adopted curricula.
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It calls for, in most cases for the supplementing and revising of existing lesson plans with creative
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and innovative ideas. The most important issue to remember is that MI does not allow for the
“one size fits all approach”, there is no cookie cutter prescription for teaching in a student-
centred, learner diverse environment. (Hadley, Vol. 3. 4, No. 1) In a “health promoting school”, the

21st. Century teacher must move from the individual discretion view of professionalism to a more
collective view of internal accountability.

The school is the group of people who work, socialize and learn together. The facilities support the
education programmes, contribute to the experiences of the students and promote safety and

health of occupants. (Education Policy Paper 1993-2003). The teacher as a change agent should
seek to develop positive attitudes towards themselves, their charges, parents and peers, as well as

their subject areas. This is essential to foster learning. If the teacher develops a positive self-
concept this will translate to a nurturing and supportive attitude towards the students.

According to Harris&Muijis (2005), the effective teacher has a high sense of self- efficacy. The
teacher is aware of and check personal biases and dislikes especially when dealing with students
(pp. 13-14). A teacher who is tired, frustrated, emotionally upset,insecure, cannot successfully pass

on positive attitude, knowledge, skills to students. “Education is a means of looking out beyond
the boundaries of the immediate it can be the visible means that creates individuals with the

intellect and capacity to develop and lead societies, communities, villages and neighbourhoods
and families of the future.

It should be responsive to and stimulate the searing human spirit and the emphatic quest for
human communication, interaction, love and trust. (Education Policy Paper (1993-2003). The

teacher in the role as change agent recognises the importance of interaction with colleagues and
administration in order to be more effective as a teacher and as a school. “There is a body of
evidence that demonstrates that teachers work most effectively when they are supported by other

teachers and work together collegially.

Successful schools create collaborative environments which encourages involvement, professional

development, mutual support and assistance in problem-solving”. (Hopkins, 1994, p225). In the
“health promoting school”, the needs of both students and teachers are taken into consideration.

Teacher collaboration with parents is essential. It would be in the best interest of the student if
there is a consistent link between teachers and parents. The teacher appreciates that in order to
reach the students it is essential to know as much as possible about them. One way of doing this
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Often problems at home result in poor performance at school. As such the caring teacher makes
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every effort to deal with these problems in the interest of the child. Teaching in rural areas has its

particular issues, one of which is poverty. In rural areas this is a reality, no matter how
extraordinary an educator is, without necessary supports such as community and health services,

the effects of poverty will have a negative impact on student achievement. Collaboration between
teachers and parents can also help in the improvement of the school and by extension the wider
society.

With parents and teachers working together to impart knowledge as well as values to the children,
the chances are increased that students will become valuable citizens who make a meaningful

contributions to society. A teacher will commit to the establishment of a positive “ethos “in the

school environment, focusing on the reality that as a change agent the ethos or climate of a school
depends on the nature and personal relationship informing its organization. These relationships

should be founded on respect for persons- between head and staff, between colleagues, between

teachers and pupils and between the pupils.

Thus the primary condition for building a good school community is that everybody in it respects

everybody in it. (Castle 1977. p225). If this is achieved a community based on the sense of the
common good will develop. It is this progression of good which is the basic project in democratic

society and also the unfinished project that young people need to be invited to take up. This

philosophical perspective is closely linked to the interpretive view in sociology that engages

teachers in actual process of education. This view is unlike the Functionalist and Marxist views,
one of which breeds passivity, the other which focuses on capitalism.

The Interpretive view encourages teachers to look at themselves and their students as social
beings who learn from interaction with others as well as their environment and community. This

Interpretive view can be extended into the creation of a” health promoting school “. The focus is

on collaboration among teachers, administrators and also students, which should lead to a feeling
of community and gradually more meaningful experiences for all involved. Education is based on

“reality” and this is essential for students since they are able to express themselves and relate to

subject matter.

As such the concept of life and living is made real to them. Since they are becoming critical

thinkers they are able to face the world and make meaningful contributions in society as well

adjusted adults. “Having an opportunity to present one’s own ideas, as well as being permitted to
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with others particularly with peers facilitates, the meaning-making process” (Brooks 1993, p. 108).
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This also allows for emotional and behavioural maturity, all part of a, “health promoting school”.

The type of language used by teachers is critical to the development or progress of students.

Deficit discourses can be used to demean and insult students resulting in low motivation and poor

performance in the classroom. This will, of course, create an uncomfortable environment which

will discourage learning. According to Bruner language is the key to cognitive development. This is
linked to the Constructivism as well as to Interpretive theories. “It is through language that others

communicate with us, teaching us their conceptions of the world.

It is also through language that we communicate our conceptions of the world to others and

question the way the world functions. Most important is the fact as we grow older we learn to use

language to mediate, interpret and reconcile events in our world”. The teacher is able to facilitate
this process by determining how the child functions with and without adult assistance. The

difference between these two levels of functioning is called the zone of proximal development

(zpd) coined by Lev Vygotsky. According to Vygotsky, “Instruction is good, only when it proceeds
ahead of developmental level.

Instruction must awaken and bring to life those functions that are in the process of maturing, that

is, those in the zone of proximal development”. He went on to say the child had to be led
systematically through this area by the teacher who was responsible for providing, “the

intellectual scaffolding for the child to climb. ” As such, as was echoed in the philosophical theory.

“In the zone of proximal development, social knowledge becomes individual knowledge, and
individual knowledge grows and becomes more complex. Ultimately, development leads to a

successfully functioning adult in a particular community” ( Max, 2007).

In an effort to assist students in understanding and facilitate learning, the teacher, in keeping with

a student-centred approach, respects the language practices of the students. The teacher needs

to remember that the students’ home environment would inevitably affect the way they speak and
as such tailor lessons with this in mind. “… Learner-centred environments include teachers who

are aware that learners construct their own meanings, beginning with beliefs, understanding and

cultural practices they bring to the classroom.

If teaching is conceived as constructing a bridge between the subject matter and student, learner-

centred teachers keep a constant lookout on both ends of the bridge. Accomplished teachers “give

learners
Wereason” by respecting
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understandings, assuming that these can serve as a foundation on which to build bridges to new
understandings (Watkins, Carnell, Lodge, 2007, p. 104) Teaching at its core is a moral profession.
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Teachers must combine the mantle of moral purpose with the skills of change.

Teachers as change agents must strive to move away from the impulse of being,” mentor in the

centre to guide on the side”. John Dewey clearly states that,” students should be presented with
real life problems and then help to discover information required to solve them. Students should

not merely regurgitate information but through discovery and inquiry learn problem solving skills

which is critical in student – centred learning and is akin to life- long learning skills needed in the
workforce and the community as a whole.

In this writers opinion there is no better commitment for a teacher to make as an agent of change
than that of working towards a “health promoting school”. This concept ensures the safety nets

students need to learn, feel safe and to develop is attempted to be provided. The teachers are

also not excluded, as this is a holistic approach to schooling. Attempts at reform may be hindered
by people’s beliefs and the way they have been socialized. The core beliefs of classroom teachers

can only be engaged in the process of reform through transactional, collaboration, collegial,

participatory modes of relating.

As professionals, we must be involved in continuous discussion and dialogue that would help us

to clarify thinking, to let go so as to move from prejudice and ideology to a more thoughtful

disposition. References Anderson, L. W. (1991). Increasing teacher effectiveness: UNESCO. For

Educational Planning. Ausubel. D. (1978). Educational psychology: A cognitive view. New York

Winston Inc. Bansford, J. D. (2000). How people learn: Brain, mind, experience and school.

Washington D. C. : National Academy Press. Brooks, J. G. & Brooks, M.

G. (1993). In search of understanding: The case for constructivist classroom. Alexandria, VA:

Association for Supervision and Curriculum Development. Callahan, R. (1962). Education and the
cult of efficiency: Chicago; Illinois: University of Chicago Press. Castle, E. B. (1970). The teacher:

London, Oxford University Press. Cooper, J. M. (2003). Classroom teaching skills (7th ed). Boston :

Houghton Mifflin. Dennis,S. (2003). Change agent an interview with Michael Fullan. National staff

development council, Vol. 24 No. 1.

Retrieved from http:// www. Educationalleaders. gov. nz/Pedagogy-and-assessment/Builbing-

effective-learning-environments/Interview-with-Michael- Fullan- Change Agent. 05/09/2011 Fullan,

M. (1993). Change forces: Probing the depths of educational reform. London: Falmer Press. Harris,

A. & Muijs,
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possible. Maidenhead,
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University Press. Haley, M. Understanding learner centered instructions from the perspective of
multiple intelligences: July- August, Foreign Language Annals: Vol. . 4, No. 4 Holt,J. (1970). In my
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country school diary: Dell Books. Hopkins, D. (2007). Every school a great school: Realizing the

potential of system leadership. New York: Open University Press. Watkins, C. et al. (2007). Effective
learning classroom. London: SAGE Publication. Max. C. (2007). Learning theory paper. Retrieved

08/09/2011 from http://www. funderstanding. com/vygotsky. cfm Ministry of Education,

Educational Policy Paper (1993-2003). National Task Force of Education (White Paper). Port-of –
Spain, Trinidad. Author.

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