Araştırma Makalesi
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The Emergence, Reasons and Results of Resistance to Change in Teachers

Yıl 2022, Cilt: 8 Sayı: 1, 49 - 67, 30.06.2022
https://doi.org/10.25233/ijlel.1107137

Öz

This research aims to determine why teachers resist change, the ways they show resistance and the consequences of their behaviours and examine the recommendations of teachers and school administrators to prevent resistance and ensure efficiency in change practices. The sampling of the study, determined through the snowball sampling method and the phenomenological design in the qualitative research model, consists of 20 participants, including 10 school principals and 10 teachers in the study group. The data were collected through the interview technique and examined through content analysis. The themes that emerged from the research findings regarding why teachers resist change were personal and organisational perspectives. The personal perspective theme that emphasized the individual-based reasons against change practices included the subthemes: logic, benefit, concerns and living space. According to the results, the reasons for teachers to resist change stemmed from political considerations, school administration, and the school environment under the organisational perspective theme. Within the frame of these themes and subthemes, we defined that the teachers stood up to change in the active forms of resistance by giving voice directly and protesting and in passive forms of resistance by being silent, shying away from happenings both on an individual and group basis. Results show that resistance behaviours against change have consequences at the individual and organisational levels. The results also manifest that resistance to change affects teachers emotionally and professionally, and it influences the relationships between colleagues and the school environment at the organisational level. To eliminate the resistance to change, the participants suggested that the change should be logical, bring benefits to individuals, be clarified from anxiety-provoking elements, and provide a working process that regulates the living space. The participants also made recommendations for policymakers, school administration and the school environment to prevent resistance. The participant views revealed that the most prominent consideration in eliminating resistance to change in schools is closing the gaps in organisational factors beyond changing the personal perspectives toward change.

Kaynakça

  • Akman, A. ( 2017). Examining the reasons for resistance to change of classroom teachers. Unpublished Master's thesis, İstanbul Kültür Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Akpınar, B. & Aydın, K. (2007), Change in Education and Teachers' Perceptions of Change. Education and Science, 32(144), 71-80.
  • Alevras, J. ve Frigeri, A. (1987). Picking Up The Pieces After Downsizing, Training and Development Journal, 41(9): 29-31.
  • Aydın, M. (2014). Educational Administration. Ankara: Gazi Bookstore.
  • Aydın, Ö. & Şahin, S. (2016). Primary and secondary school teachers' resistance to organizational change. International Journal of Human Sciences, 13(3), 5053-5068.
  • Bengtsson, M. (2016). How to Plan and Perform a Qualitative Study Using Content Analysis. NursingPlus Open, 2, 8-14.
  • Burner T. (2018). Why is educational change so difficult and how can we make it more effective. Forskning.og Forandring, 1(1), 122–134.
  • Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
  • Çalık, T. & Er, E. (2014). Examination of the relationship between primary school teachers' perceptions of the school's openness to change and their capacity for change. Educational Administration in Theory and Practice, 20(2), 151-172.
  • Çalık, T., Koşar, S., Kılınç, A. Ç., & Er, E. (2013). The Relationship between Primary School Teachers' Behaviors of Resistance to Change and Self-Efficacy' Uşak University Journal of Social Sciences, 6(2).
  • Çakır, B. S. (2009). A Research on Perceptions of Organizational Change and Resistance to Organizational Change by Administrators and Teachers in Primary Schools, Master's thesis, Selcuk University, Institute of Social Sciences, Konya.
  • Çiçeklioğlu, H. (2020). Psikolojik sermayenin lider üye etkileşimine etkisi: sağlık sektöründe bir alan araştırması. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi , (41) , 192-208.
  • Çolakoğlu, M. (2012). Eğitim Örgütlerinde Değişim ve Liderlik . HAYEF Journal of Education , 2 (1) , 63-77.
  • Dalin, P., Rolf, H.G., and Kleekamp, B., (1993). Changing the school culture. New York: The Imtec Foundation.
  • Davies, G. & Miles, L. (1998). Reputation management: theory versus practice. Corporate Reputation Review, 2(1), 16–27.
  • Dey, I. (1993).Qualitative data analysis: A user-friendly guide for social scientists. London: Routledge Publications.
  • Downe-Wamboldt, B., 1992. Content analysis: method, applications, and issues. Health Care for Women International 13 (3), 313–321.
  • Erdoğan, İ. (2012). Change Management in Education. (3rd Edition) Ankara: Pegem Academy Publications.
  • F.C. Lunenburg. (2010). Forces for and resistance to organizational change. National Forum of Educational Administration and Supervision Journal. 27(4): 1-10 (2010).
  • Fernandez, S., & Rainey, H.G. (2006). Managing successful organizational change in the public sector. Public Administration Review, 5, 150-177.
  • Flick, U. (2002). Qualitative research-state of the art. Social Science Information, 41(1), 5-24.
  • Forrester, M.A., & Sullivan, C. (2018). Doing qualitative research in psychology: A practical guide.New York: Sage.
  • Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 12-17.
  • Fullan, M. (2007). The new meaning of educational change. Amsterdam: Teachers College.
  • Fullan, M. & Hargreaves A. (1998). What’s Worth Fighting For Out There?
  • Fullan, M. (2008). What’s worth fighting for in the principalship. Ontario: Teachers College.
  • Fullan, M. (2009). Large-scale reform comes of age. Journal of Educational Change, 10(2-3), 101-113.
  • Fullan, M. (2007). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
  • Gardner, J. (2010). What is innovative about teacher assesment? In. J. Gardner, W. Harlen, L. Hayward, G. Stobart & M. Montgomery (Eds) Developing teacher assesment (pp. 71-84). UK, Glasgow: Open University Press.
  • Gaucher, E.J. (1997), Are we paving cowpaths?, Frontiers of Health Services Management, 13(4), 48-51.
  • Goodson, I. (2001). Social histories of educational change. Journal of Educational Change, 2(1), 45-63.
  • Gordon, J.R. (1993). A diagnostic approach to organizational behavior, 4th Ed, New York: Prentice-Hall Inc, Englewood Cliffs, NJ.
  • Göksoy, S. (2010). Opinions of Administrators and Teachers on the Application Levels of Primary School Administrators on Reducing Resistance to Change. Unpublished PhD thesis, Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
  • Greenberg, J. ve Baron, R.A. (2000). Behavior in Organizations, Upper Saddle River, NJ: Prentice Hall.
  • Gürses, G., & Helvacı, M. A. (2011). The causes of resistance to changes by teachers in schools. Journal of Human Sciences, 8(1), 1540-1563.
  • Hacıfazlıoğlu, Ö. (2016). Creativity, innovation and school leadership. leadership in educational administration. (283-323). N. Guclu & S. Kosar (eds). Pegem Publications: Ankara
  • Hamlaoui S. (2021). Teachers’ Resistance to Educational Change and Innovations in the Middle East and North Africa: A Case Study of Tunisian Universities. In: Ouaissa R., Pannewick F., Strohmaier A. (eds) Re-Configurations. Politik und Gesellschaft des Nahen Ostens. Springer VS, Wiesbaden.
  • Hargreaves, A. (1998). Changing teachers changing times: Teachers work and culture in the postmodern age. London: Cassel.
  • Hargreaves, A. (2002). Sustainability of educational change: The role of social geographies. Journal of Educational Change, 3(3-4), 189-214.
  • Hargreaves, A. (2004). Inclusive and exclusive educational change: Emotional responses of teachers and implications for leadership. School Leadership and Management, 24(2), 287-309.
  • Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 43(1), 243-276.
  • Hargreaves, A. (2009). A decade of educational change and a defining moment of opportunity: An introduction. Journal of Educational Change, 10(2-3), 89-100.
  • Hargreaves, A. (1998). Changing teachers changing times: Teachers work and culture in the postmodern age. London: Cassel.
  • Hargreaves, A. (2002). Sustainability of educational change: The role of social geographies. Journal of Educational Change, 3(3-4), 189-214.
  • Hargreaves, A. (2005). Inclusive and exclusive educational change: Emotional responses of teachers and implications for leadership. School Leadership and Management, 24(2), 287-309.
  • Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 43(1), 243-276.
  • Hargreaves, A. (2009). A decade of educational change and a defining moment of opportunity: An introduction. Journal of Educational Change, 10(2-3), 89-100.
  • Harris, A. (1998). Improving the effective department: Strategies for growth and development. Education Management and Administration, 26(3), 269-278.
  • Harris, A. (2006). Leading change in schools in difficultly. ’Journal of Educational Change, 7(1-2), 9-18.
  • Harris, A. (2009). Big change question: Does politics help or hinder educational change. Journal of Educational Change, 10(1), 63-67.
  • Harris, A. (2011). ‘’Reforming systems: Realizing the fourth way.’’ Journal of Educational Change, 12(2), 159-171.
  • Hellrıegel, Don & Richard W. Woodman, John Sloum. Organizational Behaviour, West Publishing, New York, 1995.
  • Helvacı, M.A. (2011). Scale for identifying reasons for resistance to change. E-Journal of New World Sciences Academy, 6(3), 2033-2047.
  • Helvacı, M , Çankaya, İ , Bostancı, A . (2013). Reasons and Levels of Teachers’ Resistance to Change at Schools According To Inspectors’ Perspectives . Journal of Theoretical Educational Science , 6 (1) , 120-135.
  • Helvacı, M. A., (2010). Change management in educational organizations. Ankara: Nobel Publications.
  • Helvacı, M. A., & Kıcıroğlu, B. (2010). The readiness levels of primary schools for change (Uşak province example). Journal of Academic Perspective, 21, 1-30.
  • Howard, S. K. & Mozejko, A. (2015). Teachers: technology, change and resistance. In M. Henderson & G. Romeo (Eds.), Teaching and Digital Technologies: Big Issues and Critical Questions (pp. 307-317). Port Melbourne, Australia: Cambridge University Press.
  • Lai, L. and Cheung, D. (2015). Enacting teacher leadership: The role of teachers in bringing about change, Educational Management Administration & Leadership, 43(5), 673-692.
  • Jones, G. R. (2004). Organization theory, design, and change. New York: Addison-Wesley Publishing Company.
  • Karimianpour, G., Bagheri, S., & Moeinikia, M. (2020). the role of teachers' self-efficacy and work engagement to predict resistance to change. Educational Researches, 15(62), 179-194.
  • King, K. P. (2004). Both sides now: Examining transformative learning and Professional King development. Innovative Higher Education, 29(2), 155-174.
  • Kirişçi, N. (2011). Examining the Solutions Implemented by Primary School Administrators against Resistance to Change (The Case of Kilis). Unpublished Master's thesis, Gaziantep University Institute of Social Sciences, Gaziantep.
  • Koçel, T. (2007). İşletme Yöneticiliği, İstanbul: Beta Yayınları.
  • Köktürk, A. ( 2016).Teachers' Views on Role Conflict and Role Ambiguity and Levels of Resistance to Change. Unpublished Master's thesis, Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
  • Krippendorff, K., 1980. Content Analysis. An Introduction to its Methodology. The Sage Commtext Series, Sage Publications Ltd., London.
  • Kurt, C., (2010). Examining the Relationship Between Teachers' Epistemological Beliefs and Attitudes to Resistance to Change. Master's thesis, Gazi University Institute of Educational Sciences, Ankara
  • Labuschagne, A. (2003). Qualitative research: Airy fairy or fundamental? The Qualitative Report, 8(1).
  • Lunenburg, F. C. ve A. C. Ornstein. (1996). Educational Administration: Concepts and Practices. Second Edition. Wadsworth Publishing Co. California.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Mousavi, L., & Mohammadi, E. (2018). The Effect of Organizational Politics Perception on Resistance to Change in Physical Education Teachers and the Moderating Role of Organizational Forgetting. Journal of Sport Management, 9(4), 727-740.
  • Okar, M. (2018). The Relationship Between Teachers' Perceptions of Organizational Climate and Attitudes to Resistance to Change. Unpublished Master's thesis, Abant İzzet Baysal University, Institute of Educational Sciences, Bolu..
  • Oktay, A. (2001). Education in the 21st century and the Turkish education system. Istanbul: Sedar Publishing.
  • Oreg, S. (2003). Resistance to change: Developing an individual differences measure. Journal of Applied Psychology, 88(4), 680–693. Organizational Structure and Change. Erişim Tarihi: 16.04.2021, https://courses.lumenlearning.com/principlesmanagement/chapter/7-4-organizational-change/
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Yıl 2022, Cilt: 8 Sayı: 1, 49 - 67, 30.06.2022
https://doi.org/10.25233/ijlel.1107137

Öz

Kaynakça

  • Akman, A. ( 2017). Examining the reasons for resistance to change of classroom teachers. Unpublished Master's thesis, İstanbul Kültür Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Akpınar, B. & Aydın, K. (2007), Change in Education and Teachers' Perceptions of Change. Education and Science, 32(144), 71-80.
  • Alevras, J. ve Frigeri, A. (1987). Picking Up The Pieces After Downsizing, Training and Development Journal, 41(9): 29-31.
  • Aydın, M. (2014). Educational Administration. Ankara: Gazi Bookstore.
  • Aydın, Ö. & Şahin, S. (2016). Primary and secondary school teachers' resistance to organizational change. International Journal of Human Sciences, 13(3), 5053-5068.
  • Bengtsson, M. (2016). How to Plan and Perform a Qualitative Study Using Content Analysis. NursingPlus Open, 2, 8-14.
  • Burner T. (2018). Why is educational change so difficult and how can we make it more effective. Forskning.og Forandring, 1(1), 122–134.
  • Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
  • Çalık, T. & Er, E. (2014). Examination of the relationship between primary school teachers' perceptions of the school's openness to change and their capacity for change. Educational Administration in Theory and Practice, 20(2), 151-172.
  • Çalık, T., Koşar, S., Kılınç, A. Ç., & Er, E. (2013). The Relationship between Primary School Teachers' Behaviors of Resistance to Change and Self-Efficacy' Uşak University Journal of Social Sciences, 6(2).
  • Çakır, B. S. (2009). A Research on Perceptions of Organizational Change and Resistance to Organizational Change by Administrators and Teachers in Primary Schools, Master's thesis, Selcuk University, Institute of Social Sciences, Konya.
  • Çiçeklioğlu, H. (2020). Psikolojik sermayenin lider üye etkileşimine etkisi: sağlık sektöründe bir alan araştırması. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi , (41) , 192-208.
  • Çolakoğlu, M. (2012). Eğitim Örgütlerinde Değişim ve Liderlik . HAYEF Journal of Education , 2 (1) , 63-77.
  • Dalin, P., Rolf, H.G., and Kleekamp, B., (1993). Changing the school culture. New York: The Imtec Foundation.
  • Davies, G. & Miles, L. (1998). Reputation management: theory versus practice. Corporate Reputation Review, 2(1), 16–27.
  • Dey, I. (1993).Qualitative data analysis: A user-friendly guide for social scientists. London: Routledge Publications.
  • Downe-Wamboldt, B., 1992. Content analysis: method, applications, and issues. Health Care for Women International 13 (3), 313–321.
  • Erdoğan, İ. (2012). Change Management in Education. (3rd Edition) Ankara: Pegem Academy Publications.
  • F.C. Lunenburg. (2010). Forces for and resistance to organizational change. National Forum of Educational Administration and Supervision Journal. 27(4): 1-10 (2010).
  • Fernandez, S., & Rainey, H.G. (2006). Managing successful organizational change in the public sector. Public Administration Review, 5, 150-177.
  • Flick, U. (2002). Qualitative research-state of the art. Social Science Information, 41(1), 5-24.
  • Forrester, M.A., & Sullivan, C. (2018). Doing qualitative research in psychology: A practical guide.New York: Sage.
  • Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 12-17.
  • Fullan, M. (2007). The new meaning of educational change. Amsterdam: Teachers College.
  • Fullan, M. & Hargreaves A. (1998). What’s Worth Fighting For Out There?
  • Fullan, M. (2008). What’s worth fighting for in the principalship. Ontario: Teachers College.
  • Fullan, M. (2009). Large-scale reform comes of age. Journal of Educational Change, 10(2-3), 101-113.
  • Fullan, M. (2007). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
  • Gardner, J. (2010). What is innovative about teacher assesment? In. J. Gardner, W. Harlen, L. Hayward, G. Stobart & M. Montgomery (Eds) Developing teacher assesment (pp. 71-84). UK, Glasgow: Open University Press.
  • Gaucher, E.J. (1997), Are we paving cowpaths?, Frontiers of Health Services Management, 13(4), 48-51.
  • Goodson, I. (2001). Social histories of educational change. Journal of Educational Change, 2(1), 45-63.
  • Gordon, J.R. (1993). A diagnostic approach to organizational behavior, 4th Ed, New York: Prentice-Hall Inc, Englewood Cliffs, NJ.
  • Göksoy, S. (2010). Opinions of Administrators and Teachers on the Application Levels of Primary School Administrators on Reducing Resistance to Change. Unpublished PhD thesis, Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
  • Greenberg, J. ve Baron, R.A. (2000). Behavior in Organizations, Upper Saddle River, NJ: Prentice Hall.
  • Gürses, G., & Helvacı, M. A. (2011). The causes of resistance to changes by teachers in schools. Journal of Human Sciences, 8(1), 1540-1563.
  • Hacıfazlıoğlu, Ö. (2016). Creativity, innovation and school leadership. leadership in educational administration. (283-323). N. Guclu & S. Kosar (eds). Pegem Publications: Ankara
  • Hamlaoui S. (2021). Teachers’ Resistance to Educational Change and Innovations in the Middle East and North Africa: A Case Study of Tunisian Universities. In: Ouaissa R., Pannewick F., Strohmaier A. (eds) Re-Configurations. Politik und Gesellschaft des Nahen Ostens. Springer VS, Wiesbaden.
  • Hargreaves, A. (1998). Changing teachers changing times: Teachers work and culture in the postmodern age. London: Cassel.
  • Hargreaves, A. (2002). Sustainability of educational change: The role of social geographies. Journal of Educational Change, 3(3-4), 189-214.
  • Hargreaves, A. (2004). Inclusive and exclusive educational change: Emotional responses of teachers and implications for leadership. School Leadership and Management, 24(2), 287-309.
  • Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 43(1), 243-276.
  • Hargreaves, A. (2009). A decade of educational change and a defining moment of opportunity: An introduction. Journal of Educational Change, 10(2-3), 89-100.
  • Hargreaves, A. (1998). Changing teachers changing times: Teachers work and culture in the postmodern age. London: Cassel.
  • Hargreaves, A. (2002). Sustainability of educational change: The role of social geographies. Journal of Educational Change, 3(3-4), 189-214.
  • Hargreaves, A. (2005). Inclusive and exclusive educational change: Emotional responses of teachers and implications for leadership. School Leadership and Management, 24(2), 287-309.
  • Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 43(1), 243-276.
  • Hargreaves, A. (2009). A decade of educational change and a defining moment of opportunity: An introduction. Journal of Educational Change, 10(2-3), 89-100.
  • Harris, A. (1998). Improving the effective department: Strategies for growth and development. Education Management and Administration, 26(3), 269-278.
  • Harris, A. (2006). Leading change in schools in difficultly. ’Journal of Educational Change, 7(1-2), 9-18.
  • Harris, A. (2009). Big change question: Does politics help or hinder educational change. Journal of Educational Change, 10(1), 63-67.
  • Harris, A. (2011). ‘’Reforming systems: Realizing the fourth way.’’ Journal of Educational Change, 12(2), 159-171.
  • Hellrıegel, Don & Richard W. Woodman, John Sloum. Organizational Behaviour, West Publishing, New York, 1995.
  • Helvacı, M.A. (2011). Scale for identifying reasons for resistance to change. E-Journal of New World Sciences Academy, 6(3), 2033-2047.
  • Helvacı, M , Çankaya, İ , Bostancı, A . (2013). Reasons and Levels of Teachers’ Resistance to Change at Schools According To Inspectors’ Perspectives . Journal of Theoretical Educational Science , 6 (1) , 120-135.
  • Helvacı, M. A., (2010). Change management in educational organizations. Ankara: Nobel Publications.
  • Helvacı, M. A., & Kıcıroğlu, B. (2010). The readiness levels of primary schools for change (Uşak province example). Journal of Academic Perspective, 21, 1-30.
  • Howard, S. K. & Mozejko, A. (2015). Teachers: technology, change and resistance. In M. Henderson & G. Romeo (Eds.), Teaching and Digital Technologies: Big Issues and Critical Questions (pp. 307-317). Port Melbourne, Australia: Cambridge University Press.
  • Lai, L. and Cheung, D. (2015). Enacting teacher leadership: The role of teachers in bringing about change, Educational Management Administration & Leadership, 43(5), 673-692.
  • Jones, G. R. (2004). Organization theory, design, and change. New York: Addison-Wesley Publishing Company.
  • Karimianpour, G., Bagheri, S., & Moeinikia, M. (2020). the role of teachers' self-efficacy and work engagement to predict resistance to change. Educational Researches, 15(62), 179-194.
  • King, K. P. (2004). Both sides now: Examining transformative learning and Professional King development. Innovative Higher Education, 29(2), 155-174.
  • Kirişçi, N. (2011). Examining the Solutions Implemented by Primary School Administrators against Resistance to Change (The Case of Kilis). Unpublished Master's thesis, Gaziantep University Institute of Social Sciences, Gaziantep.
  • Koçel, T. (2007). İşletme Yöneticiliği, İstanbul: Beta Yayınları.
  • Köktürk, A. ( 2016).Teachers' Views on Role Conflict and Role Ambiguity and Levels of Resistance to Change. Unpublished Master's thesis, Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
  • Krippendorff, K., 1980. Content Analysis. An Introduction to its Methodology. The Sage Commtext Series, Sage Publications Ltd., London.
  • Kurt, C., (2010). Examining the Relationship Between Teachers' Epistemological Beliefs and Attitudes to Resistance to Change. Master's thesis, Gazi University Institute of Educational Sciences, Ankara
  • Labuschagne, A. (2003). Qualitative research: Airy fairy or fundamental? The Qualitative Report, 8(1).
  • Lunenburg, F. C. ve A. C. Ornstein. (1996). Educational Administration: Concepts and Practices. Second Edition. Wadsworth Publishing Co. California.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Mousavi, L., & Mohammadi, E. (2018). The Effect of Organizational Politics Perception on Resistance to Change in Physical Education Teachers and the Moderating Role of Organizational Forgetting. Journal of Sport Management, 9(4), 727-740.
  • Okar, M. (2018). The Relationship Between Teachers' Perceptions of Organizational Climate and Attitudes to Resistance to Change. Unpublished Master's thesis, Abant İzzet Baysal University, Institute of Educational Sciences, Bolu..
  • Oktay, A. (2001). Education in the 21st century and the Turkish education system. Istanbul: Sedar Publishing.
  • Oreg, S. (2003). Resistance to change: Developing an individual differences measure. Journal of Applied Psychology, 88(4), 680–693. Organizational Structure and Change. Erişim Tarihi: 16.04.2021, https://courses.lumenlearning.com/principlesmanagement/chapter/7-4-organizational-change/
  • Owens, S. 1987: A rejoinder to David Pepper. Area 19, 77-79.
  • Özçağ, K. (2018), Investigation of Leadership Characteristics of Educational Administrators and Teachers' Views on Motivation and Performance of Educators, Unpublished Master's thesis, Near East University Institute of Educational Sciences, Nicosia.
  • Özdemir, M. (2010). Qualitative data analysis: A study on the methodology problem in Social Sciences. Eskişehir Osmangazi University Journal of Social Sciences, 11 (1) , 323-343.
  • Patton, M (2005) Qualitative Research & Evaluation Methods (4th ed.). Los Angeles, CA: SAGE.
  • Patton, M. Q. & Cochran, M. (2002). A Guide to Using Qualitative Research Methodology, Medecins Sans Frontiers.
  • Plant, R., (1987). Managing Change and Making it Stick. London: Fontana.
  • Reber, Ralph W., & Terry, Gloria E. Behavioral Insight for Supervision, Englewood Cliffs, N. J.: Prentice-Hall, 1975.
  • Robbins, S. P., & Judge, T. A. (2017). Organizational Behavior. 17th Global Edition. England: Pearson Education Limited.
  • Sabuncuoğlu E., (2008). Leadership, change and innovation. (Ed. Celalettin Serinkan), in Leadership and Motivation, , 63-82, Ankara: Nobel Yayınları.
  • Sánchez-Prieto, J.C., Huang, F., Olmos-Migueláñez, S., García-Peñalvo, F.J. & Teo, T. (2019), ‘’Exploring the unknown: The effect of resistance to change and attachment on mobile adoption among secondary pre-service teachers.’’ Br J Educ Technol, 50: 2433-2449.
  • Seashore, K., (2009). Leadership and change in schools: Personal reflections over the last 30 years. Journal of Educational Change, 10(2), 129-140.
  • Shaban, A. (2016). How to change teacher resistance in using technology into teacher resilience. Washington, USA: Washington State University.
  • Silverman, D. (2001). Interpreting Qualitative Data: Methods for Analysing Talk, Text and Interaction. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 2(3).
  • Şahin, S. & Aydın Demirel, Ö. (2019). Teachers' views on changing needs, obstacles and directing change in education in Turkey. Dokuz Eylul University Buca Education Faculty Journal, (48), 88-106.
  • Terhart, E. (2013). Teacher resistance against school reform: reflecting an inconvenient truth. School Leadership & Management, 33:5, 486-500.
  • Türk Dil Kurumu, Erişim Tarihi: 18.04.2021, https://sozluk.gov.tr/
  • Töremen, F. (2002). Eğitim örgütlerinde değişimin engel ve nedenleri. Fırat Üniversitesi Sosyal Bilimler Dergisi, 12(1), 185-202.
  • Varank, I., & Tozoglu, D. (2006). Why Are Teachers Resistant to Change? Key Issues and Challenges in Technology Integration, 193-207.
  • Weick, K. E., Quinn, R. E. (1999). ‘’Organizational Change and Development. ‘’Annual review of psychology, 50, 361-386.
  • Wyk A., & Westhuizen P. (2015). Resistance To Change İn İmpoverished Schools Of A South African province. Problems and perspectives in management. 13(4-1), 186-194.
  • Yeniçeri, Ö. (2002). Management of organizational change: problems, methods, techniques, strategies and solutions.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (6. Baskı). Ankara: Seçkin Yayıncılık.
Toplam 95 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Rahime Kübra Akdeniz 0000-0003-1814-9455

Tugba Konaklı 0000-0003-4745-1805

Yayımlanma Tarihi 30 Haziran 2022
Gönderilme Tarihi 21 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 8 Sayı: 1

Kaynak Göster

APA Akdeniz, R. K., & Konaklı, T. (2022). The Emergence, Reasons and Results of Resistance to Change in Teachers. International Journal on Lifelong Education and Leadership, 8(1), 49-67. https://doi.org/10.25233/ijlel.1107137