On the Outs: Learning Styles, Resistance to Change, and Teacher Retention
Amy Overbay, North Carolina State University, United States ; Ashley Patterson, University of Richmond, United States ; Lisa Grable, North Carolina State University, United States
CITE Journal Volume 9, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. Researchers found that teachers with ST (sensing-thinking) and SF (sensing-feeling) learning style preferences, as described by the Myers-Briggs Type Inventory, had higher levels of resistance to change. Teachers with the ST learning style were also three times more likely to leave their schools, compared to teachers with other learning style preferences. Implications for policy and practice are discussed. In particular, teachers with the ST learning style preference may require additional support to enable them to adapt to changes within the dynamic environment of a school undergoing an intensive technology reform effort.
Overbay, A., Patterson, A. & Grable, L. (2009). On the Outs: Learning Styles, Resistance to Change, and Teacher Retention. Contemporary Issues in Technology and Teacher Education, 9(3), 356-370. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2009 Society for Information Technology & Teacher Education
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Rhonda Christensen, Institute for the Integration of Technology into Teaching & Learning/UNT, United States; Michele Williams, Jesuit College Preparatory High School, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2745–2753
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