This mixed methods study investigated perceptions of risk for teachers, leaders and professional developers engaged in professional learning for change and innovation.

In the context of education, risk has traditionally been referred to in relation to ‘at risk students’, or  ‘risk management’ for students.  However, this research provides a different focus on risk.  Rather than focusing on students, this research focuses on teachers, leaders and professional developers perceptions of the risk involved in professional learning for change.  European nations and other nations around the world are recognising the importance of effective and ongoing professional learning for teachers (Collinson et. al, 2009), however, risk and uncertainty are inherent in educational change and innovation. The perceptions of risk held by teachers when they are engaged in professional learning and development, with the intention of developing their teaching practices are considerable, and yet they have not been explored to any great degree (Ponticell, 2003). Neither has the role of risk perceptions been explored more systemically in terms of leaders’ and professional developers’ perceptions of risk in implementing new programmes designed to promote change and innovation in education. 

Risk and risk taking are important concepts worth attention to in education because they have been tightly associated with effective innovation and change across a range of industries and disciplines for many years (Jaeger et.al, 2001). The concept of risk is about fear of possible future loss, damage or threat (Zinn, 2008). Risk and risk taking involve perceptions of potential loss and an action or event is considered to be a risk for people involved if they experience or perceive the potential for the loss of something they value (Reio & Lasky, 2007).  Risk taking is an inevitable behaviour in any environment that changes and thereby presents some degree of uncertainty about the future.

Currently there is limited research into risk perceptions in educational change, yet the ultimate cost of unrecognised high perceptions of risk for teachers is to resist change and innovation. School leaders and professional developers have key roles in whether or not professional learning for teachers results in teachers’ changing their practices in ways that improve learning and instruction in classrooms.  An understanding of the concept of risk in professional learning, teachers’ perceptions of risk, and what school leaders and professional developers can do to support teachers in working with risk is important for the potential success of professional learning initiatives.

The research questions that guided this study were:  1). What are school leaders’, professional development facilitators’, and teachers’ perceptions of the risk for teachers involved in professional learning for change and innovation,  2). What is the relationship between perceptions of risk and teachers’ willingness to engage in practices of change and innovation?  and 3).  What leadership and professional development practices might support teachers to engage in innovative practices that involve risk?  The context for this research was a New Zealand nation-wide professional learning initiative intended to change teacher instruction to better support student learning.

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