Readiness of Teachers for Change in Schools

Autor/inn/en	Kondakci, Yasar; Beycioglu, Kadir; Sincar, Mehmet; Ugurlu, Celal Teyyar
Titel	Readiness of Teachers for Change in Schools
Quelle	In: International Journal of Leadership in Education, 20 (2017) 2, S.176-197 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2015.1023361
Schlagwörter	Foreign Countries; Public School Teachers; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Readiness; Educational Change; Trust (Psychology); Group Dynamics; Teacher Participation; Interpersonal Relationship; Information Dissemination; Participative Decision Making; Job Satisfaction; Faculty Workload; Correlation; Factor Analysis; Multiple Regression Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungsreform; Gruppendynamik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Informationsverbreitung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Korrelation; Faktorenanalyse; Türkei
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 1,649 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01