Readiness of teachers for change in schools

Abstract

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.

Additional information

Notes on contributors

Yasar Kondakci

Yasar Kondakci, PhD, is an associate professor in Educational Administration and Planning, Department of Educational Science, Middle East Technical University, Dumlupinar Boulevard 06800 Cankaya, Ankara, Turkey. Email: [email protected]. His research focuses on organizational change, socialization, and higher education.

Kadir Beycioglu

Kadir Beycioglu, PhD, is an associate professor in Educational Administration and Planning, Department of Educational Science, Dokuz Eylul University, Izmir, Turkey. Email: [email protected]. His research focuses on theory and practice in educational administration, teacher leadership, school development, educational change and leaders.

Mehmet Sincar

Mehmet Sincar, PhD, is an associate professor in Educational Administration and Planning, University of Gaziantep, Gaziantep, Turkey. Email: [email protected]. His research focuses on theory and practice in educational administration, technology leadership, school development, educational change and leaders.

Celal Teyyar Ugurlu

Celal Teyyar Ugurlu, PhD, is an associate professor in Educational Administration and Planning, University of Gaziantep, Gaziantep, Turkey. Email: [email protected]. His research focuses on theory and practice in educational administration, leadership, school development and supervision.