ERIC Number: ED645893
Record Type: Non-Journal
Publication Date: 2023
Pages: 509
Abstractor: As Provided
ISBN: 979-8-3816-8459-9
ISSN: N/A
EISSN: N/A
The Impact of Teachers' Perception of Their School's Climate of Change on Their Readiness to Accept Organizational Change
Susan Veronica White Raiders
ProQuest LLC, Ed.D. Dissertation, Point Park University
This quantitative research study explored the relationship between teachers' perceptions of how their school leaders navigate change and teachers' self-reported readiness for change using a survey tool developed initially for corporate change management. The Organizational Change Questionnaire -- Climate of Change, Processes, and Readiness (OCQ) (Bouckenooghe et al., 2009) explores cognitive, emotional, and intentional readiness concerning context change, process change, and relationship with leadership factors to evaluate impediments to and readiness for change. The tool was administered to 260 K-12 teachers in Pennsylvania, New Jersey, and New York. Demographics, including age, gender, and years of service, did not influence teachers' change conditions within their schools or self-reported readiness for change. Teachers' perceived process factors (communication, participation, attitude of top management, and supervisor support) were found to be related to self-reported readiness for change. This researcher validated that Bouckenooghe et al. (2009)'s OCQ questionnaire, developed for corporations, functioned well in the K-12 setting with some adaptations to terminology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Organizational Change, Teacher Attitudes, Educational Environment, Instructional Leadership, Readiness, Elementary Secondary Education, Teacher Characteristics, School Administration
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania; New Jersey; New York
Grant or Contract Numbers: N/A