Examining the Relationships between Primary School Teachers Perceptions on School Openness to Change and School Change Capacity [doi: 10.14527/kuey.2014.007]

Abstract

This study seeks to explore the relationships between primary school teachers’ perceptions on school openness to change and school change capacity. A total of 599 teachers employed in 20 primary schools in central districts of Samsun participated in this correlational study designed in survey model. Results demonstrated that school principals’ and teachers’ openness to change were significant predictors of all sub-scales of change capacity. School principals’ openness to change was the strongest predictor of shared vision while teachers’ openness to change was the strongest predictor of collaboration and personal mastery. Some suggestions such as encouraging teachers on participating school’s vision building, improving collaboration and making teachers professional development enable in order to create sustainable change capacity in schools were presented in the light of research results.