Abstract
The purpose of the current study was to investigate teachers’ attitudes towards change, dispositional and change-specific resistance, and their perceptions of change-related information, within the context of the recent system-wide educational change, widely known as “4+4+4 Reform Initiative”, in Turkey. The researchers conducted a mixed research study comprising a quantitative analysis of teachers’ attitudes towards the change in the Turkish education system and a sequential qualitative analysis of teachers’ attitudes, beliefs and intentions toward the change. The sample of the study consisted of 402 primary and middle schools teachers selected randomly. Research results indicated that teachers resisted to the recent change cognitively, affectively and intentionally, respectively. The highest resistance level was associated with cognitive resistance. Teachers’ perceptions of change-related information were at the “disagree” level. The paper concludes by drawing implications for educational reform initiatives in Turkey.
Highlights
Una investigación sobre la resistencia al cambio, la resistencia específica al cambio y la información relacionada con el cambio: El caso de la reforma educativa "4 + 4 + 4" en Turquía
The findings revealed that the highest element of dispositional resistance was cognitive rigidity, while the lowest was the short-term focus
The teachers’ perceptions of change-related information were at the “disagree” level. This finding indicated that teachers did not get enough information related to change in the Turkish education system prior to full implementation of the new system
Summary
Una investigación sobre la resistencia al cambio, la resistencia específica al cambio y la información relacionada con el cambio: El caso de la reforma educativa "4 + 4 + 4" en Turquía. El propósito del presente estudio fue investigar las actitudes de los maestros hacia el cambio, su Resistencia, el cambio específico y sus percepciones de la información relacionada con el cambio, en el contexto educativo actual conocido como "4 + 4 +4 Reform Initiative", en Turquía. Failing to respond to change might impinge on the relationship between the organization and its environment (James, 2011). This is because change functions as a means of communication between organizations and/or individuals, and their broader environments. In educational systems, change could serve a two-fold purpose; a) to improve the quality of learning and teaching processes in schools, making them more effective (Akşit, 2007), and b) to help them overcome friction and inertia, and prevent entropy from reigning schools
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