Individual, Process and Context Predictors of Teachers’ Readiness to Implement Change in the Case of West Gojam Zone General Secondary and Preparatory Schools

Abebaw Ayana

dc.contributor.author	Abebaw Ayana
dc.date.accessioned	2019-09-03T08:02:58Z
dc.date.available	2019-09-03T08:02:58Z
dc.date.issued	June, 2011
dc.identifier.uri	http://hdl.handle.net/123456789/9647
dc.description.abstract	The general purpuse of this study was to look into teachers’ readiness for implementing change and assess contributing factors in General Secondary and Preparatory Schools of West Gojam Zone.To achieve the above objective, questions relating with teachers extent of readiness for implementing change, the practice of process, context, and individual factors, the relatedness and or difference of teachers’ readiness for implementing change with individual characteristics, correlation between teachers’ readiness for implementing change and factors of readiness for change, and contribution of factors to teachers readiness to implement change were raised. This study used correlation research design and conducted using quantitative approach. Data was collected from 466 randomly selected teachers using Questionnaire to obtain sufficient and reliable primary data. The collected data was analyzed using descriptive Statistics such as (Mean, frequency, and Percentiles) and inferential statistics such as (One-Sample t-test, Independent sample t-test, One-way ANOVA, Pearson’s correlation coefficient, and stepwise Multiple regressions).The questionnaires were distributed to 487 teachers, but 14 questionnaires were not returned and 7 questionnaires were discarded because of incompletely filled and this made the return rate to be 95.68 %. Regarding to the findings of the study, teachers were ready to implement planned educational changes cognitively, emotionally and intentionally. The change implementation process was conducted with strong staff cohesion, less politicking, high organizational commitment and good history of change. Sex, teaching experience, administrative experience ,educational level, and teachers’ area of qualification had no statically significant correlation with teachers’ readiness for implementing change, but age had statically significance correlation with teachers’ readiness for change at p<.05. All of the process and context factors had statically significant correlations with overall readiness for teachers to implement change at p<.05, but organizational politicking had negative correlation with overall readiness for change at p<.05. The four context factors (organizational politicking, history of change, staff cohesion and organizational commitment) and a process factor (communication of change) contribute to 31.3% of teachers’ readiness for the implementation of changes.Therefore, from the findings of the study, it was concluded that teachers were ready to implement changes in the study area .Finally, it was recommended that communication of planned educational changes should be provided to teachers’. Lastly, the study identified the areas for future research and it is clearly stated.	en_US
dc.language.iso	en_US	en_US
dc.subject	EDUCATIONAL PLANNING AND MANAGEMENT	en_US
dc.title	Individual, Process and Context Predictors of Teachers’ Readiness to Implement Change in the Case of West Gojam Zone General Secondary and Preparatory Schools	en_US
dc.type	Thesis	en_US