Antecedents of Continuous Change in Educational Organizations

Autor/inn/en	Kondakci, Yasar; Zayim Kurtay, Merve; Caliskan, Omer
Titel	Antecedents of Continuous Change in Educational Organizations
Quelle	In: International Journal of Educational Management, 33 (2019) 6, S.1366-1380 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zayim Kurtay, Merve) ORCID (Caliskan, Omer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-11-2018-0349
Schlagwörter	Educational Change; Organizational Change; Predictor Variables; Faculty Workload; Participative Decision Making; Trust (Psychology); Job Satisfaction; Knowledge Management; Educational Improvement; Public School Teachers + Suchen Sie Ihr Suchwort? Bildungsreform; Organisationswandel; Prädiktor; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Wissensmanagement; Teaching improvement; Unterrichtsentwicklung
Abstract	Purpose: Drawing on and theorizing continuous change, the purpose of this paper is to investigate the antecedents of continuous change behavior in schools. Relying on conceptual discussions about organizational change (OC), three sets of variables including context (workload, participatory management, trust), process (knowledge sharing, social interaction) and outcome (job satisfaction) were identified as antecedents of continuous change. Design/methodology/approach: To test the predictive value of the antecedents for continuous change, a correlational study was design and structural equation modeling was used to test the direct and indirect relationships among study variables. The data were collected from a sample of 648 primary and secondary public school teachers. Findings: The results showed that context, outcome, and process factors function through direct and indirect paths to contribute to the prediction of continuous change behavior. Moreover, knowledge sharing either directly or indirectly played a central role in the prediction of continuous change behavior. Research limitations/implications: These results suggested that a widened knowledge base provides the basis for ongoing experimentation with, alteration, and modification of work categories in schools. Providing such factors in schools seems to facilitate the ongoing improvement of work practices in schools, even in the absence of a planned change intervention. Originality/value: This study is one of the first empirical studies tested the predictive value of antecedents of continuous change in school organizational context, where OC is the norm and change failures are very common. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01