A STUDY OF TEACHERS’ READINESS FOR CHANGE AND PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP PRACTICES
Abstract
- The aim of the research is to study the relationship between teachers’ readiness for change and principals’ transformational leadership practices. The participants in the study were 208 teachers and seven principals from seven public high schools in Theagone Township, Bago region. The purposive sampling method was applied to select only those principals who had served for at least two years in their current schools. And all teachers in these schools participated. Teachers’ readiness for change was measured through the questionnaires which were modified based on the “Readiness for the Organizational Change Measure” developed by Holt, Armenakis et al. (2007) and its Cronbach was 0.886. In addition, principals’ transformational leadership practices were measured by using questionnaires which were modified based on the “Multifactor Leadership Questionnaire” developed by Avolio and Bass (2004) and its Cronbach was 0.955. The pilot tests were undertaken with 57 teachers from two public high schools. The collected data were analyzed by descriptive statistics, the independent samples t test, One-Way ANOVA and post hoc analysis. The readiness of teachers for change and principals’ transformational leadership practices were found to be moderately high in level. Among the personal factors of teachers, there was significant difference in appropriateness according to their age and there was also significant difference in change efficacy according to their total years of service. Moreover, there were significant differences in all dimensions of transformational leadership according to the age and gender of the principals. There was significant difference in idealized influence according to their total years of service. The schools which were highest and lowest in mean values were interviewed and results were found to be reflecting the quantitative findings with some variations. When the Pearson Product Moment Correlation was calculated, the idealized influence, inspirational motivation, intellectual stimulation and individualized consideration were found to be positively correlated with teachers’ readiness for change. Moreover, the principals’ transformational leadership practices were found to be positively correlated with teachers’ readiness for change with the r value of 0.297 although it was not high.
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Year
- 2021
Author
-
Thawdar Swe
Subject
- Educational Theory
Publisher
- Myanmar Academy of Arts and Science (MAAS)