“I prefer any change to stagnation”: A Discourse Analysis on Teachers’ Voices about their Evaluation, Emotions, and Readiness for Change

Abstract

This qualitative study investigates the relationship between teachers’ readiness for change and their emotional responses to the implementation of teacher evaluation reform in Greece. Using mini focus groups comprising 39 in-service teachers and principals, the research explores how emotional dynamics influence educators’ acceptance or resistance to educational reform. Data was analyzed through discourse analysis, revealing a spectrum of emotional responses, including fear, anxiety, anger, and pride. Resistance to change was commonly associated with concerns about job security, lack of trust in evaluators and criteria, and an absence of an evaluative culture. Conversely, some participants demonstrated pride and a willingness to engage in reform, highlighting variability in readiness. The findings emphasize that emotional responses are not merely consequences but integral components of teachers’ professional identities, significantly shaping their engagement with reform processes. A key outcome of the study is the identification of emotional and cultural barriers that inhibit reform implementation. The study concludes that successful educational change depends on inclusive approaches that respect teachers’ emotional realities, promote self-reflection, and foster internal motivation. These insights have implications for policymakers and educational leaders seeking to implement sustainable reforms that are responsive to the needs and dispositions of educators.