Investigating the relationship between primary and secondary level public school teachers' readiness for change and perceived organizational trust

Download

index.pdf

Date

2010

Author

Zayim, Merve

Metadata

Show full item record

Item Usage Stats

119
views

113
downloads

The purpose of this study was to investigate the relationship between teachers’ intentional, emotional, and cognitive readiness for change and perceived faculty trust in colleagues, in principal, and in clients (students and parents).The study was designed as a correlational study and the participants comprised of 603 teachers working at primary and secondary level public schools selected from the four school districts in Ankara via cluster sampling. For the data collection, newly developed Readiness for Change Scale and Turkish adaptation of Omnibus T-Scale were utilized. Both descriptive and inferential statistics techniques (Canonical Correlation) were used for the data analysis. Confirmatory factor analysis for Readiness for Change Scale and Omnibus T-Scale were also performed within the scope of this study. Descriptive and inferential statistical analyses were performed by the software PASW Statistics 18 while the confirmatory factor analysis was performed by the software AMOS 4. The results of the study revealed that teachers’ readiness for change and perceived organizational trust were significantly correlated with each other in a way that intentional, emotional, and cognitive readiness for change were all associated with teachers’ readiness for change and contributed significantly in perceived organizational trust. Conversely, the results indicated that perceived faculty trust in colleagues, in principal, and in clients (students and parents) are all correlated with perceived organizational trust, and contributed significantly in teachers’ readiness for change. Consequently, the results of this study revealed that organizational trust is an essential internal context variable, which is correlated with teachers’ readiness for change. In this respect, the decision-making body of educational organizations, MONE, and schools should undertake necessary precautions to empower trust-based relationship within the teacher, principal and client (students and parents) triangulation for effective implementation and desired outcomes of the change interventions.

Subject Keywords

School administration and organization.

URI

http://etd.lib.metu.edu.tr/upload/12612345/index.pdf
https://hdl.handle.net/11511/19844

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Investigating the relationship between teachers' sense of efficacy and perceived openness to change at primary and secondary level public schools Yılmaz, Derya; Kondakçı, Yaşar; Department of Educational Sciences (2010) The purpose of this study was to explore the relationship between teachers’ sense of efficacy in student engagement, instructional strategies, and classroom management and perceived openness to change in schools as regards willingness of the teachers to embrace change and teachers’ perception related to principal’s openness to change, and teachers’ willingness to respond to community pressure for change. The research was designed as a correlational study and participants of the study consisted of 552 teache...
A comparative case study on school effectiveness characteristics of two private high schools in Ankara Akşit, Tijen F; Şimşek, Hasan; Department of Educational Sciences (2006) This study aimed at exploring the school effectiveness characteristics of two high schools, one with high (School A) and one with low (School B) levels of placement ratio in ÖSS for their graduates, to observe their characteristics as perceived by their stakeholders (students, teachers, parents, school administrative staff and managers). In this study, a comparative pre-structured case study method was employed. The study was conducted in two private high schools in the province of Ankara, Turkey. The parti...
Investigating the relationship between readiness to change teaching level experience and school size among school administrators Kondakçı, Yaşar; Zayim Kurtay, Merve (2010-01-01) The purpose of this study is to investigate school administrators' readiness to change in relation to teaching level of the school, experiences of school administrators, and the size of the school. The intentional, emotional, and cognitive readiness conceptual framework was utilized in the study. Using cluster sampling approach, the data of the study were collected from 167 school administrators working in 31 different schools. A self-developed readiness to change scale was utilized in collecting the data. ...
Investigation of the relationship between teachers‟ readiness for organizational change and resilience Çalışkan, Ömer; Kondakçı, Yaşar; Department of Educational Sciences (2011) This study is designed to investigate the relationships between cognitive, emotional, and intentional readiness of teachers towards organizational change and their resilience traits. The main assumption of this study is that readiness of teachers towards organizational change might be associated with their resilience traits. The study aimed at finding a correlation between readiness for change and resilience traits. The sample for this study was composed of 691 teachers who were working at primary and secon...
Elementary school teachers' motives to pursue a career in teaching Arslan, Meltem; Ok, Ahmet; Department of Educational Sciences (2013) The present study aimed to investigate elementary school teachers’ motives to pursue a teaching career. Teachers’ motives to follow a teaching career were analyzed in terms of their gender, year of experience, graduate higher education institution, graduate high school, subject, and the presence or absence of other teachers in their families. The participants were 905 teachers from 38 public elementary schools in six central districts of Ankara. A forty-three-item, five point Likert scale questionnaire, dev...

Citation Formats

M. Zayim, “Investigating the relationship between primary and secondary level public school teachers’ readiness for change and perceived organizational trust,” M.S. - Master of Science, Middle East Technical University, 2010.