ABSTRACT
How teachers perceive educational reform or innovation is influenced by their experience of how it is introduced and implemented. Most analysts attach much significance to the meaning of educational change. Fullan (1991) distinguishes between the objective reality of change and the subjective realities of those involved in the change process, and both Marris (1974) and Rudduck (1991) emphasise the need for shared meaning to be developed if change is to be implemented successfully.
