inujfe İnönü University Journal of the Faculty of Education 1300-2899 2149-9683 İnönü Üniversitesi Okul Yöneticilerinin Değişime Hazır Olma TutumlarınınOkulun Öğretim Düzeyi Yöneticilerin Deneyimi ve Okul Büyüklüğü Bağlamında İncelenmesi Investigating School Administrators? Readiness to Change in Relation to Teaching Level of the School Experiences ofthe Administrators and the Size of the School Kondakçı Yaşar Zayim Merve Çalışkan Ömer 04 01 2010 11 2 155 176 02 01 2014 Copyright © 2002, İnönü University Journal of the Faculty of Education 2002 İnönü University Journal of the Faculty of Education

Bu çalışmanın amacı okul yöneticilerinin değişime hazır olma durumlarını okulun hizmet verdiği öğretim düzeyine yöneticilerin deneyim süresine ve okulun öğrenci sayısı cinsinden büyüklüğüne göre incelemektir Çalışmada kararlılık duygusal ve bilişsel hazır olma boyutlarını içeren bir kavramsal çerçeve kullanılmıştır Çalışmanın verisi kümeleme yöntemiyle toplam 31 okulda görev yapan 167 okul yöneticisinden toplanmıştır Çalışmanın verisinin toplanmasında yazarlar tarafından geliştirilen değişime hazır olma ölçeği kullanılmıştır Veri analizi sonuçları en fazla deneyime sahip grubun değişime hazır olmanın kararlılık boyutunda anlamlı bir fark yarattığını göstermiştir Bu sonuçlara göre okullarda katılımcı değişim uygulamalarının yapılması ve gerek öğretmenlerin gerekse yöneticilerin değişim süreçlerine daha aktif katılımlarının sağlanması değişime hazır olmalarına katkıda bulunacağı sonucuna varılmıştır

The purpose of this study is to investigate school administrators? readiness to change in relation to teaching level of the school experiences of school administrators and the size of the school The intentional emotional and cognitive readiness conceptual framework was utilized in the study Using cluster sampling approach the data of the study were collected from 167 school administrators working in 31 different schools A self developed readiness to change scale was utilized in collecting the data Data analysis revealed that school administrators with the highest level of experience exhibited the difference in intentional readiness to change Considering these results it is concluded that conducting participative organizational change practices and giving the opportunity both to teachers and school administrators to actively participate in change processes will result higher readiness to change

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