Examining the relationship between organizational change readiness and resistance to change according to the perceptions of secondary school teachers

This research was conducted to determine the relationship between readiness for organizational change and resistance to change according to the perceptions of secondary school teachers. The research sample consists of 351 teachers working in secondary schools affiliated to the Ministry of National Education in Samsun Province. According to research using the relational screening model, it was observed that teachers' perceptions of readiness for change were positive. While this perception did not differ according to gender and type of duty variables, it showed significant differences according to age, education status and professional service period variables. It was determined that the highest perceptions of readiness for change were in the "suitability" sub-dimension and the lowest in the "individual benefit" sub-dimension. It was determined that the perceptions of resistance to change were also positive; while it did not differ according to gender and type of duty variables, there were significant differences according to age, education status and professional service period variables. It was observed that the highest perceptions of resistance to change were in the "skepticism" sub-dimension and the lowest in the "acceptance" sub-dimension. The study found that there was a "negative and weak" relationship between the concepts of organizational readiness for change and resistance to change. This result shows that teachers who have a higher perception of readiness for change tend to show less resistance, but this relationship is not strong. It is thought that it will be useful for achieving the desired results in change initiatives and will contribute to literature.