Teacher-related factors in assimilation of technological change in schools: The case of an Arab school in Israel

Abstract

Purpose

The purpose of this paper is to explore teachers’ attitudes toward the implementation of new computer technology to improve teaching and learning products at a private Arab school in Israel. Specifically, the aim was to individuate teachers’ factors associated with higher productivity of this technological change.

Design/methodology/approach

The research used the mixed-methods approach to enrich the data derived from a case study. It employed a questionnaire of 81 items administered among 55 teachers and in-depth interviews with both teachers and senior management team members at one private Arab school in Israel.

Findings

Results show some features that characterize the teachers who rated the productivity of this new management change highly. Those teachers tend to have high expectations of the change and to view the change implementation process favorably. Teachers with such characteristics tend to be female teachers. The influence of teachers’ education was latent. Their teaching experience influenced only their expectations and views of the process, but not their perceptions of the change products.

Research limitations/implications

The paper focused only on one private school known for its excellence and teaching staff, and thus may not apply to the entire Arab education system in Israel. Nevertheless, the findings indicate how to increase teaching productivity when planning the management of technological change for increased teaching benefits in schools with similar characteristics.

Originality/value

This paper explored a case in which technological change was implemented through a careful process of management planning, in order to facilitate the construction of a model of indicators to facilitate change.

Citation

Arar, K. and Abramovitz, R. (2017), "Teacher-related factors in assimilation of technological change in schools: The case of an Arab school in Israel", International Journal of Educational Management, Vol. 31 No. 6, pp. 766-779. https://doi.org/10.1108/IJEM-03-2016-0057