Contributing Factors to Teachers’ Perceived Readiness for Changes Implemented in General Secondary and Preparatory Schools of Awi Zone
Abstract
This study examined the perceived readiness of teachers for changes implemented in preparatory and secondary schools of the Awi zone. It also attempted to determine the factors contributing to teachers’ perceived readiness for implementing the changes. To meet these two purposes a correlational design was employed. Data were collected from 242 randomly selected preparatory and secondary school teachers. Both descriptive and inferential statistics were used to analyze the data. The results revealed that the mean scores of teachers’ readiness for change, the process factors, and the context factors were significantly higher than the respective test values at p<.05. There was no statistically significant mean difference in readiness for change between female and male teachers as well as among teachers with different fields of study. Age, experience in teaching, experience in management positions, and level of qualification were found to have no statistically significant correlation with readiness for change. Except for organizational politics, all the context and process factors have a statistically significant positive correlation with readiness for change. Of all the factors considered in the study, only the quality of change communication, the attitude of top managers towards the change, and staff cohesiveness were found to be statistically significant contributors to the variation in the teachers’ readiness for change. Thus, readiness for change is an essential component of the educational change management process that principals should pay attention to the success of change efforts. Teachers’ level of perceived readiness for change depends on how principals manage some of the process and context factors of the school. Based on the findings, conclusions are drawn. Finally, recommendations pertinent to the practitioners and researchers are forwarded.References
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