Towards a model of teacher receptivity to planned system‐wide educational change in a centrally controlled system

Proposes a new model of teacher receptivity to system‐wide educational change, where the change is planned and implemented in a centrally controlled educational system involving teachers in their classrooms. Suggests a measure of teacher receptivity (based on the model) to help administrators plan a change and manage the implementation. Teacher receptivity is proposed to consist of four first‐order aspects, operationally defined by a number of second‐order aspects. These are: characteristics of the change (comparison with the previous system and practicality in my classroom), managing the change at school (alleviation of concerns, learning about the change and participation in decisions at my school), value for the teacher (personal cost appraisal, collaboration with other teachers and opportunities for teacher improvement) and teacher perceived value for students. Teacher receptivity is measured with three aspects for each of the 50 stem‐items and there is an ordered set of response categories relating to these aspects.