Full Issue

Abstract

The purpose of the current study was to investigate teachers' attitudes towards change, dispositional and change-specific resistance, and their perceptions of change-related information, within the context of the recent system-wide educational change, widely known as "4+4+4 Reform Initiative", in Turkey. The researchers conducted a correlational quantitative study. The sample of the study consisted of 402 primary and middle schools teachers selected randomly. Research results indicated that teachers resisted to the recent change cognitively, affectively and intentionally, respectively. The highest resistance level was associated with cognitive resistance. Teachers' perceptions of change-related information were at the "disagree" level. The paper ends drawing implications for educational reform initiatives in Turkey.