Experimental exploration of attitude change: a path model of cognitive dissonance, resilience, and readiness for organizational change among prospective teachers

2017
Çalışkan, Ömer
Show full item record
260
views
0
downloads
The purpose of this study was to compare three different attitude groups (negative attitude group, positive attitude group, and control group) with respect to the magnitude of change obtained for Readiness for Organizational Change (RFOC) factors (personal benefit, change efficacy, appropriateness, and management support), and to test two separate path models investigating the nature of the relationships between Cognitive Dissonance and Resilience in predicting the magnitude of change obtained for RFOC factors, in relation to an upcoming educational change initiative (Novice Teacher Training Program). The sample included 201 undergraduate students pursuing degrees at the faculty of education in a public university in Ankara. The data was collected by creating a quasi- experimental setting through the RFOC, Cognitive Dissonance, and Resilience scales. The results revealed that both the positive attitude group and negative attitude group significantly differed from the control group in terms of the magnitude of change obtained for RFOC variables. Regarding the separate path analyses, the first path v analysis revealed that Cognitive Dissonance positively and significantly predicted the magnitude of RFOC factors as; change efficacy and appropriateness. The second path analysis yielded that Cognitive Dissonance negatively and significantly predicted the magnitude of RFOC factors as; change efficacy and appropriateness. Last, Resilience did not predict Cognitive Dissonance and the magnitude of RFOC factors. Through this study, an experimental exploration of attitude change in Turkish education context was enabled by means of adopting persuasive change- message approach and cognitive dissonance theory. The findings offer insightful implications for theory, practice, and research in change implementations.  
Educational change., Teachers, Teachers, Organizational behavior., Organizational sociology.
http://etd.lib.metu.edu.tr/upload/12621194/index.pdf
https://hdl.handle.net/11511/26513
Graduate School of Social Sciences, Thesis

Suggestions

Modeling public school teachers’ change implementation behaviors: interrelations among change antecedents, change-related affect, commitment to change, and job satisfaction
Zayim, Merve; Kondakçı, Yaşar; Department of Educational Sciences (2015)
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 involv...
Predictors of organizational learning capability in primary and secondary schools
Tibet Arığ, Burcu; Kondakçı, Yaşar; Department of Educational Sciences (2015)
The purpose of this study was to investigate in-depth and latter aspect of determination of the organizational learning capability, organizational commitment, work engagement and core-self evaluations in primary and secondary schools in Ankara and relationship between these variables. The study was designed as a correlational study and the participants comprised of 1050 teachers working at public schools selected from Ankara via cluster sampling. Both descriptive and inferential statistics techniques were u...
Understanding organizational deviance: An interactive model of perceived job characteristics and personality
Arkan, Öykü; Acar, Feride Pınar (Orta Doğu Teknik Üniversitesi (Ankara, Turkey), 2020-6)
The present study proposed and tested a model of organizational deviance, which incorporated characteristics of both the work environment and the individual. Specifically, job design and personality were examined as determinants of organizational deviance. The model incorporated both direct and joint effects of the study variables. Data from 662 individuals were analyzed using moderated regression. Results showed personality traits of conscientiousness and neuroticism and job characteristic of identity...
Predictors of Organizational Socialization of Instructors in Higher Education
Ataman, Fatma; Kondakçı, Yaşar (2016-04-01)
This study aims to investigate the relationship between organizational socialization and various organizational (type of university, training, work conditions, knowledge sharing) and individual (academic degree, teaching experience, length of employment at current work place, job satisfaction, commitment, self-efficacy) level factors, both factors taken together focusing on the content, context and process dimensions of socialization. For this aim, data from 737 public and private university English languag...
The Relationship between distributed leadership, enabling school structure, teacher collaboration, academic optimism and student achievement: a school effectiveness model
Oldaç, Yusuf İkbal; Kondakçı, Yaşar; Department of Educational Sciences (2016)
The purpose of this study was to test a school effectiveness model investigating the relationship between student achievement and a set of school-level variables including distributed leadership, enabling school structure, teacher collaboration, and academic optimism. The data for this study were collected from schools located in 3 districts of Adana, Turkey. The sample consisted of 23053 students and 426 teachers from randomly selected 40 public schools. For the purposes of this study, Hierarchical Linear ...
Citation Formats
Ö. Çalışkan, “Experimental exploration of attitude change: a path model of cognitive dissonance, resilience, and readiness for organizational change among prospective teachers,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.
METU IIS - Integrated Information Service open@metu.edu.tr