Teachers' Change Commitment and Job Satisfaction: Assessing the Importance of Antecedents and Change-Related Affect

• In Event: Cultivating School and District Improvement Through Building the Capacities of Teachers and Principals

Abstract

The aim of this study was to test a model exploring the relationship between antecedents, change-related affect, and attitudes of public school teachers in the time of a large-scale school change. The participants consisted of 610 teachers from randomly selected public schools in Turkey. The SEM results revealed that greater impact of change was associated with higher negative change-related affect and subsequently lower job satisfaction and affective change commitment. Similarly, positive change history beliefs were linked with higher positive change-related affect and subsequently higher job satisfaction and affective change commitment. The study provided empirical evidence on the essential role of affect in constructing teachers’ attitudes and suggested key change agency to invest in the human side of the change

Authors

• Merve Zayim, Okan University

• Yasar Kondakci, Middle East Technical University