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An appreciation by teachers of a significant gap between their current practices and those implied by the changes being proposed within their schools." perception, on the part of teachers, that participating in the school's change initiative is a significant but achievable challenge. Shedd and Bacharach (1991) argue that teaching provides intrinsic motivation under those restructuring initiatives which conceptualize teaching as a highly complex act and help teachers significantly expand their technical repertoires and their capacities to apply them reflectively and constructively. Contributing to the perception of a goal's achievability are opportunities to learn more about how the goal can be accomplished." perception by teachers that they know, specifically and concretely, what they will need to do (or that such specificity can be developed) eventually to implement changes being proposed for their school and classes. Both Shedd and Bacharach (1991) and Rosenholtz (1989) identify the importance of positive, constructive feedback to teachers as one means of meeting this condition." belief by teachers that they know the next manageable steps that need to be taken in their schools and classes eventually to accomplish the overall goals for change that their schools have set."
Related research has suggested that for organizational goals to become internalized by individuals, the following conditions also should be met:
Goal-setting processes should be highly participatory. Heald-Taylor (1991) found that when school goal-setting processes met this condition, teachers developed greater understanding of and commitment to school goals."
Goal-setting...
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