Educators' Inhibitors to Risk Taking: A Qualitative Case Study
Date
2023-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
When educators create a culture of taking risks in the classroom, both learners and educators benefit from boosts to creativity, positivity, and innovation, while maintaining challenges for the learner. However, several factors inhibit educators from taking risks in the classroom. By identifying the intrinsic and extrinsic inhibitors, collaborative efforts can be taken to remove those barriers. Existing research has determined specific inhibitors that impact teachers and how to remove barriers. Still, it has not been committed to identifying intrinsic and extrinsic inhibitors of risk-taking by teachers in the classroom. This qualitative case study aims to identify teachers' inhibitions toward implementing risk-taking instructional approaches such as differentiated instruction. Semi-structured interviews were completed with 16 K-12 educators from public and parochial schools in Michigan to establish self-identified internal and external inhibitors and how educators address them. Fear and conscience incapacity emerged as intrinsic inhibitors, and relationships, available resources, and COVID-19 emerged as extrinsic inhibitors. School leaders need to use this information to identify which inhibitors are most prevalent with teachers in their building and to remove them using a collaboratively developed plan effectively.
Description
item.page.type
Other
item.page.format
Keywords
differentiation, external inhibitors, internal inhibitors, risk-taking