“I don’t have enough time” ‐ Teachers’ interpretations of time as a key to learning and school change

Time is one of the greatest constraints to any change process. However, finding more time for teachers by reallocating time within a fixed schedule has not brought about desired reforms. This article, based on a qualitative study that explored teachers’ interpretations of time, indicates that the concept of time is more complex and dynamic than the literature implies. It elaborates and illustrates nine aspects of time that teachers in a middle school instructional technology project identified as barriers to the dissemination of learning among colleagues. The article argues that understanding what teachers mean when they say “I don’t have enough time” is a critical first step in avoiding misdirected administrative effort. It also offers suggestions for rethinking time in ways that encourage meaningful teacher participation in individual and organizational learning.