Schools’ readiness towards change

HELVACI M. A.

Anthropologist, cilt.19, sa.3, ss.723-735, 2015 (SCI-Expanded) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 19 Sayı: 3
  • Basım Tarihi: 2015
  • Doi Numarası: 10.1080/09720073.2015.11891708
  • Dergi Adı: Anthropologist
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.723-735
  • Anahtar Kelimeler: Change, Confirmatory factor analysis (CFA), Elementary education, Readiness
  • Uşak Üniversitesi Adresli: Evet

Özet

This paper reports the results of a confirmatory analysis of the Readiness Towards Change Scale (RTC), which uses a four-factor structure to assess schools’ readiness towards change. Moreover, it investigates schools’ readiness towards change in four dimensions and the effect of teachers’ teaching experience and gender on each dimension. A survey method was used because it can describe a large group of people’s opinions about a topic or issue. To begin, the four-factor structure of the 5-point Likert scale used in the RTC was confirmed. Data were collected from teachers (N =257) in different fields. To answer the research questions, a multivariate analysis of variance (MANOVA) were conducted, and the findings confirmed the four-factor structure of the scale. Items with factor loadings less than.40 were deleted and were not considered in the confirmatory factor analysis (CFA). The model fit indices yielded a good fit to the four-factor structured model (comparative fit index (CFI) =.89; root mean square error of approximation (RMSEA)=.07; adjusted goodness-of-fit index (AGFI)=.90; standardised root mean square residual (SRMR)=.03). The findings of MANOVA showed that gender and teaching experience did not have a statistically significant effect on readiness towards change. Finally, a descriptive analysis was used to examine the readiness towards change displayed by teachers, administrators, school infrastructure, and parents.