In an investigation of school system self-renewal, teachers' modes of participation are viewed in accordance with three dimensions: (a) favoring change versus resisting change, (b) active versus passive attitude, and (c) task orientation versus self-orientation. A typology of teachers' response and participation modes in self-renewal is noted, comprising (a) the activists, (b) the arrogant anti-leaders, (c) the conservatives, (d) the helpless fatalists, (e) the insecure, (f) the impatient-impulsives, (g) the authentically committed, and (h) the floating indifferents. Implications of these response modes, considering situational demands, are discussed.
Get full access to this article
View all access options for this article.
References
1.
French, W., & Bell, C. (1973). Organization development. Toronto: Prentice-Hall.
2.
Fullan, M., Miles, M.B., & Taylor, G. (1980). Organization development m schools The state of the art. Review of Educational Research, 50, 121-183.
3.
Keiny, S., Kushnir, T., & Dreyfus, A. (1983). A model for enhancing teachers' divergent thmking . In P. Tamir, A. Hofstein, & N. Sabar (Eds.), Preservice and inservice education of science teachers (pp 287-293). Philadelphia: Balaban International Science Services .
4.
Schmuck, R., Murray, D., Schwartz, M., & Runkel, P.J. (1975). Consultation for innovative schools: OD for multiunit structure. Eugene, OR: Center for Educational Policy & Management.
5.
Schmuck, R., Runkel, P.J., Arends, J., & Arends, R. (1977). The second handbook of organization development in schools. Palo Alto, CA: Mayfield .
