Enhancers and Inhibitors of Teacher Risk Taking: A Case Study

Abstract

Despite the frequent juxtaposition of the terms "risk taking" and "change" in literature on school reform, we know very little about risk-taking behavior. Research conducted in the field of a psychology of risk-taking behavior has identified three essential elements of risk: (a) loss, (b) significance of loss, and (c) uncertainty (Yates & Stone, 1992). In this case study, teacher risk taking was examined in the context of the development of a school-within-a-school (SWS) program, targeting sophomores at high risk for dropping out of school. Findings indicate that a psychology of risktaking behavior provides a useful lens for understanding teacher risk taking in the context of this SWS innovation. The study also finds that the three essential elements of risk may not be sufficient to explain teacher risk taking. Constructs of emotion and gain, which appeared to be embedded in loss and significance of loss, need further identification and study. In addition, social interactions, organizational processes, and group or organizational values also appeared to influence collective risk-taking behavior. It is possible that a sociology of risk-taking behavior is an emerging construct that needs greater exploration.Risk taking and change are common themes in effective schools research (e.g., Levine, 1991;Rosenholtz, 1985) and in research on professional 5

Teaching efficacy, innovation, school culture and teacher risk taking.

“…During the latter half of the 20 th century and into the beginning of the 21 st century, as economic markets have become more competitive and expectations for individual, organizational, and even societal successes rise ever higher, some researchers have begun to consider healthy risk taking to be a necessary component of human growth and innovative behavior (Csikszentmihalyi, 1996;Farley, 1991;Ponticell, 2003). As a result of our negative historical perspective, however, we know virtually nothing about the positive aspects of risk taking, and the innovation and growth that might result from a broadened understanding of the concept.…”

“…Ponticell (2003) asserted that schools traditionally have been highly resistant to risk taking and change, and that prescriptive, achievement-based curriculum, standardized testing, and other forms of accountability may not leave time or an atmosphere for students and teachers to take the possible healthy risk of wandering through new intellectual territory.…”

“…Jambor (1995) described educational risk taking and learning to handle risk as a natural part of children's growth and development. However, despite the common use of the term "risk taking" in general educational and school reform literature, little empirical research exists that can describe and define healthy academic risk taking and environments that might foster this type of risk taking (Ponticell, 2003).…”

“…Ponticell (2003) proposed that further study of the risk-taking construct could enhance our understanding of teacher risk taking and related factors.…”

“…Because risk taking is so highly contextual, no one conceptual model or measure of risk taking seems appropriate for application across disciplines or psychological constructs. A common thread in defining risk taking, however, is through the attributes of loss, significance of loss, lack of certainty, and negative consequences (Kogan & Wallach, 1967;Ponticell, 2003;Yates & Stone, 1992). Research on positive risk taking has yet to directly empirically link the construct to the concepts of gain and positive outcomes.…”