Teachers as Change Agents in Private Schools in Azerbaijan

This thesis explores how private school teachers in Azerbaijan perceive themselves as
change agents and examines how school administrations influence their capacity to be a change
agent. A mixed-methods design was used to collect quantitative data from 85 teachers via surveys
and qualitative insights through semi-structured interviews with five teachers and one school
administrator from a private school in Baku.
Research showed that most teachers felt supported and motivated to make change and saw
themselves as innovators in their schools. However, they could not act due to challenges such as
limited curriculum flexibility, lack of resources, heavy workload, and resistance from some
colleagues who were afraid to adopt other methods. Parents who preferred exam-oriented
instruction also questioned teachers, which meant going against a more holistic, skill-based
learning approach. Almost half of the participants felt no consistent support from school
administrators. These findings call for stronger administrative support to enable teachers to treat
them as crucial change agents in sustainable educational change. Ultimately, the study suggests that teacher engagement is driven by more than personal
initiative and depends on institutional conditions, including leadership style, recognition, and
autonomy. The findings provide insights into teacher-led change in the private education sector in
Azerbaijan and have practical implications for administrators and policymakers seeking to create
more collaborative and dynamic learning environments. Future research with broader participation
could further validate these outcomes and enhance generalizability