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ERIC Number: EJ904596
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1528-5804
On the Outs: Learning Styles, Resistance to Change, and Teacher Retention
Overbay, Amy; Patterson, Ashley Seaton; Grable, Lisa
Contemporary Issues in Technology and Teacher Education (CITE Journal), v9 n3 p356-370 2009
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. (Contains 5 tables and 2 figures.)
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Assessments and Surveys: Myers Briggs Type Indicator