Antecedents of continuous change in educational organizations

2019-09-09
Kondakçı, Yaşar
ÇALIŞKAN, ÖMER
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
175
views
0
downloads
Purpose Drawing on and theorizing continuous change, the purpose of this paper is to investigate the antecedents of continuous change behavior in schools. Relying on conceptual discussions about organizational change (OC), three sets of variables including context (workload, participatory management, trust), process (knowledge sharing, social interaction) and outcome (job satisfaction) were identified as antecedents of continuous change. Design/methodology/approach To test the predictive value of the antecedents for continuous change, a correlational study was design and structural equation modeling was used to test the direct and indirect relationships among study variables. The data were collected from a sample of 648 primary and secondary public school teachers. Findings The results showed that context, outcome, and process factors function through direct and indirect paths to contribute to the prediction of continuous change behavior. Moreover, knowledge sharing either directly or indirectly played a central role in the prediction of continuous change behavior. Research limitations/implications - These results suggested that a widened knowledge base provides the basis for ongoing experimentation with, alteration, and modification of work categories in schools. Providing such factors in schools seems to facilitate the ongoing improvement of work practices in schools, even in the absence of a planned change intervention. Originality/value This study is one of the first empirical studies tested the predictive value of antecedents of continuous change in school organizational context, where OC is the norm and change failures are very common.
Educational change, Structural equation modelling, Continuous change, Public school teachers
https://hdl.handle.net/11511/33079
INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT
Department of Educational Sciences, Article

Suggestions

The mediating roles of internal context variables in the relationship between distributed leadership perceptions and continuous change behaviours of public school teachers
Kondakçı, Yaşar; BEYCİOĞLU, KADİR; SİNCAR, MEHMET; UĞURLU, CELAL TEYYAR (2016-10-01)
This study aims at building a theoretical base for continuous change in education and using this base to test the mediating roles of two key contextual variables, knowledge sharing and trust, in the relationship between the distributed leadership perceptions and continuous change behaviours of teachers. Data were collected from 687 public school teachers. The results showed that the combined effect of knowledge sharing and faculty trust in principal mediated the relationship between teachers' distributed le...
The Role of Metacognition in Facilitating Conceptual Change
Yürük, Nejla; Beeth, Michael E; Özdemir, Ömer Faruk (2003-03-31)
This paper describe the intertwined nature of metacognition and conceptual change and proposes a taxonomy that classifies the types of metacognitive knowledge and activities that are likely to influence the change in students' conceptions. The initial conceptual change model is introduced to provide background and context for the theoretical argument, and a summary of the other theoretical approaches is drawn to explain the change in students' conceptions. The definition of metacognition is presented along ...
Effects of Conceptual Change Text Based Instruction on Ecology Attitudes toward Biology and Environment
Çetin, Gülcan; Ertepınar, Hamide; Geban, Ömer (2015-02-01)
The purpose of this study is to investigate the effects of the conceptual change text based instruction on ninth grade students’ understanding of ecological concepts, and attitudes toward biology and environment. Participants were 82 ninth grade students in a public high school in the Northwestern Turkey. A treatment was employed over a five-week period with quasi-experimental design. While two classes were called control group, two classes were called experimental group. Each teacher had one control group ...
An investigation of prospective middle school mathematics teachers' argumentation, proof, and geometric construction processes in the context of cognitive unity
Demiray, Esr; Işıksal Bostan, Mine; Department of Elementary Education (2019)
The first purpose of this study is to investigate how prospective middle school mathematics teachers’ argumentation process while producing conjectures in the cognitive unity based activities relates to the proving process of conjectures they produced. The second purpose is to examine the global argumentation structures emerged while producing conjectures, the components of argumentation, and the functions of the rebuttal component. The third purpose is to investigate the approaches offered to perform geome...
Analysis of Argumentation and Questioning Patterns in Argument-Based Inquiry Classrooms
GÜNEL, MURAT; Kingir, Sevgi; Geban, Ömer (2012-04-01)
The purpose of this study was to analyze the argument-based inquiry approach implementations with respect to questioning in the classrooms. In addition, the study aimed to explore the relationship between levels of questioning and negotiation of ideas. The study was conducted with three teachers and 146 students. The video transcripts obtained from these teachers' classrooms were analyzed through discourse analysis. The findings indicated that teachers' questioning and implementation level are two crucial f...
Citation Formats
Y. Kondakçı and Ö. ÇALIŞKAN, “Antecedents of continuous change in educational organizations,” INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT, pp. 1366–1380, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/33079.
METU IIS - Integrated Information Service open@metu.edu.tr