Teachers' Perspective-Taking and Workgroup Characteristics as Antecedents of Readiness for Change

• In Event: Varied Perspectives on Educational Change

Abstract

Understanding the conditions conducive to a teacher's readiness for organizational change can be useful for designing and implementing effective reform. Using a social-cognitive framework, I examined teacher's perspective taking toward main stakeholders and work group characteristics (shared vision, communication/cooperation, participation in decision-making [PDM]) as antecedents affecting a teacher's readiness for large-scale imminent change, in 590 teachers from 95 elementary schools in Israel. Multilevel structural equation modeling indicated teacher's perspective taking as an antecedent to his/her change readiness. Teacher's perspective taking toward main stakeholders related positively to shared vision and PDM, which were significantly correlated with a teacher's readiness for change.

Author

• Rima'a Da'as, The Hebrew University of Jerusalem