Managing Educational Change From a Theory of Planned Behavior and Nudge Perspective

Abstract

Educational change is very common, but is frequently hindered because teachers’ psychological response to change is poorly addressed. The theory of planned behavior illustrates this well, especially with due recognition that psychological responses contain both conscious and subconscious thinking. Policy usually targets conscious engagement, but automatic habitual thinking is more prevalent and can be a large factor. The shift to online instruction during COVID-19 is a useful context to show how this works, but the issues are relevant in almost any substantial organizational change.