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Modeling public school teachers’ change implementation behaviors: interrelations among change antecedents, change-related affect, commitment to change, and job satisfaction

Zayim, Merve
The purpose of this study was to test a model exploring the nature of the relationship between change antecedents (trust in principal and in MONE, change history beliefs, and perceived social support), change related positive and negative affect, commitment to change (affective and continuance commitment), job satisfaction, and change implementation behavior in the midst of a large-scale 4+4+4 change. For this end, the data were collected from randomly selected 85 public schools in Ankara. The sample involved 663 primary, secondary, and high school teachers. To assess the hypothesized relationships, the scales of Trust in Principal and in MONE, Poor Change Management History Beliefs, Perceived Organizational Support, PANAS, Commitment to Change, Job Satisfaction, and Innovation Implementation Behavior were used. SEM results revealed that trust in MONE was the variable that was most strongly related with change-related affect and attitudes; while trust in principal was the variable only associated with job satisfaction. Positive and negative change-related affect also contributed to the prediction of positive attitudinal variables, while negative affect played a predictive role in continuance commitment to change as well. Furthermore, affective and continuance commitment to change and job satisfaction were related with change implementation behavior positively. Overall, the model supported Affective Events Theory in school context in Turkey and substantiated superior role of trust in MONE for change outcomes compared with trust in principal. These results suggested that teachers’ change related reactions matter in the time of change and should be addressed to increase change-supportive behaviors.