A search for self-renewal in school systems: Modes of Participation

In an investigation of school system self-renewal, teachers’ modes of participation are viewed in accordance with three dimensions: (a) favoring change versus resisting change, (b) active versus passive attitude, and (c) task orientation versus self-orientation. A typology of teachers’ response and participation modes in self-renewal is noted, comprising (a) the activists, (b) the arrogant anti-leaders, (c) the conservatives, (d) the helpless fatalists, (e) the insecure, (f) the impatient-impulsives, (g) the authentically committed, and (h) the floating indifferents. Implications of these response modes, considering situational demands, are discussed.