On the Outs: Learning Styles, Resistance to Change, and Teacher Retention

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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. AACE.
Retrieved from http://www.editlib.org/p/28227.

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Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 9, Issue 3, September 2009
Association for the Advancement of Computing in Education (AACE)

More Information on CITE Journal

Authors

Amy Overbay, North Carolina State University, United States; Ashley Patterson, University of Richmond, United States; Lisa Grable, North Carolina State University, United States

Abstract

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.

Keywords

• Change
• Personality
• Teachers
• Educational Technology
• Professional Development

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