How do teachers actually change their practice?
When three conditions are met: they believe the change is worthwhile, they believe they can do it, and they see evidence that it works. Missing any one of those three and the change stalls — no matter how much professional development you provide.
Self-efficacy is the most underappreciated of the three. Teachers won't attempt something they don't believe they can succeed at. That belief isn't built through pep talks or mandates — it's built through seeing colleagues succeed, receiving specific guidance, experiencing small wins, and having a leader who provides support rather than just pressure.
Resistance to change isn't defiance. It's a rational response to perceived threats to professional identity and competence. When you understand it that way, your approach shifts from overcoming resistance to building the conditions that make change feel safe and achievable.
More on Teacher Growth and Change
What does it mean to "move the middle" in a teaching staff?
Your staff roughly divides into three groups: a small number of high performers, a small number who are struggling, and a large middle group who are competent but have significant room to grow.
How should I support a struggling teacher?
Start with directive feedback — specific, concrete guidance about what to do differently.
Why do peer observations often fail, and how can they work?
They fail when they're unfocused.
Answered by Justin Baeder, PhD, Director of The Principal Center and author of three books on instructional leadership.