Okulların Akademik İyimserlik Düzeyleri İle Değişime Açıklık Düzeyleri Arasındaki İlişki

Abstract

The sample of this survey study consisted of 605 teachers (208 female and 397 male). It aims to determine the relationship between academic optimism levels of schools and their levels of openness to change and to detect whether those differ on selected variables such as gender, subject matter taught, teaching experience, and school type, number of teachers and students in school, and type of school graduated. Data were collected through the “Personal Information Form”, “Academic Optimism Scale of Schools” and “Openness to Change Scale of Schools”. Findings indicated that schools’ levels of academic optimism and openness to change differed significantly on gender, subject matter taught, school type, number of teachers and students in school. It was also found out that there was a positive and moderate level relationship between schools’ levels of academic optimism and openness to change. Academic optimism was also a significant predictor of openness to change. To conclude, it can reasonably be asserted that efforts to higher academic optimism levels of schools can higher their levels of openness to change.