Readiness of teachers for change in schools


KONDAKÇI Y. , BEYCİOĞLU K., SİNCAR M., Ugurlu C. T.

INTERNATIONAL JOURNAL OF LEADERSHIP IN EDUCATION, cilt.20, sa.2, ss.176-197, 2017 (ESCI İndekslerine Giren Dergi) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 20 Konu: 2
  • Basım Tarihi: 2017
  • Doi Numarası: 10.1080/13603124.2015.1023361
  • Dergi Adı: INTERNATIONAL JOURNAL OF LEADERSHIP IN EDUCATION
  • Sayfa Sayıları: ss.176-197

Özet

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.