Readiness of teachers for change in schools

2017-01-01
Kondakçı, Yaşar
SİNCAR, MEHMET
Ugurlu, Celal Teyyar
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Theorizing on the role of teacher attitudes in change effectiveness, this study examined the predictive value of context (trust), process (social interaction, participative management and knowledge sharing) and outcome (job satisfaction and workload perception) variables for cognitive, emotional and intentional readiness of teachers for change. The study was designed as predictive correlational study. Data were collected from 1649 elementary teachers. Hierarchical linear regression analysis results indicated that background and context variables are weak predictors of readiness for change (RFC), while job outcome and process variables emerged as stronger predictors of RFC. The central role of job satisfaction and trust in predicting RFC suggests that readiness cannot be limited to times of change; rather, it is closely related to total experiences of teachers on their job. As a result, for a more effective management of teachers' attitudes towards change leadership needs to hold a broader temporal and contextual understanding rather than demonstrating limited interventions during times of change.
Trust, Context, Commitment, Predictors, Attitudes, Antecedents, Level Analysis, Elementary-Schools, Job-Satisfaction, Organizational-Change
https://hdl.handle.net/11511/46640
INTERNATIONAL JOURNAL OF LEADERSHIP IN EDUCATION
Department of Educational Sciences, Article

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Citation Formats
Y. Kondakçı, M. SİNCAR, and C. T. Ugurlu, “Readiness of teachers for change in schools,” INTERNATIONAL JOURNAL OF LEADERSHIP IN EDUCATION, pp. 176–197, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/46640.
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