Teachers’ Commitment to Change: An Analysis with the Integrative Model of Behavioral Prediction

Karakuş, Gülsüm Betül
Change is inevitable in all evolving societies. Thus, it is accepted as a fact of life. The shutdown during the pandemic imposed by the coronavirus has been one of the latest changes that have impacted the whole world. This situation, of course, influenced the educational system. In line with the recent situations, this study examined teachers' commitment to the educational change they experienced during the pandemic and examined whether the Integrative Model of Behavioral Prediction (IMBP) predicts teachers' commitment to change. A correlational research design was used to examine this. The sample consists of 642 individuals who are teachers in public schools at the elementary, middle, and high school levels. The data was gathered using the convenience sampling approach using an online scale on social media. The collected data were analyzed utilizing hierarchical multiple regression. All three IMBP dimensions, attitude, perceived norm, and self-efficacy, have a relationship with the three dimensions of commitment to change; affective, normative, and continuance. The highest correlation is found between attitude, which is a dimension of IMBP, and affective commitment to change, which is a dimension of commitment to change. According to the findings, teachers' commitment to educational change is determined by their attitudes towards change, the norms they perceive during change, and their change self-efficacy.


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Citation Formats
G. B. Karakuş, “Teachers’ Commitment to Change: An Analysis with the Integrative Model of Behavioral Prediction,” M.S. - Master of Science, Middle East Technical University, 2022.