<p>Gabriela Dal Forno Martins:<br> <br> I believe that you would serve as an excellent reviewer of the manuscript, "MAJOR FACTORS OF TEACHERS’ RESISTANCE TO INNOVATIONS," which has been submitted to Revista Interamericana de Psicologia Interamerican Journal of Psychology. The submission's abstract is inserted below, and I hope that you will consider undertaking this important task for us.<br> <br> Please log into the journal web site by 2019-07-17 to indicate whether you will undertake the review or not, as well as to access the submission and to record your review and recommendation.<br> <br> The review itself is due 2019-08-07.<br> <br> Submission URL: <a href='https://journal.sipsych.org/index.php/IJP/reviewer/submission?submissionId=993&reviewId=516&key=ACx4LEA6' class='submissionReviewUrl-style-class'>https://journal.sipsych.org/index.php/IJP/reviewer/submission?submissionId=993&reviewId=516&key=ACx4LEA6</a><br> <br> Thank you for considering this request.<br> <br> Dr. Edil Torres Rivera<br>South University<br>ripeditor007@gmail.com<br> <br> <br> <br> "MAJOR FACTORS OF TEACHERS’ RESISTANCE TO INNOVATIONS"<br> <br> Abstract</p>
<p>Modernization and improvement of the quality of general secondary education can be attained while enhancing teachers’ innovative activity. Therefore, it is important to identify and substantiate the factors and reasons for secondary school teachers’ innovative “passivity”, which is the purpose of this work. The study contributes to eliminate these factors during the course of training teachers and preparing the students obtaining a degree in education for innovative activities and improving practicing teachers’ effectiveness. A distinctive feature of the study is the fact that it applies a broad approach that allows identifying social, psychological and professional factors, including relevant interrelated groups of both objective and subjective reasons that predetermine the teachers’ resistance to innovations. The empirical research revealed a decline in the social and psychological factors’ negative effects in the recent years and a substantial moderating influence of the professional factor on teachers’ innovative activities.</p><br/>The following message is being delivered on behalf of Interamerican Journal of Psychology.
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