Devlet okullarında çalışan öğretmenlerin iş doyumları ve değişime hazır olma durumları arasındaki ilişkide öğretmen failliğinin aracılık rolü

Readiness for change is vital for the success of any educational change initiative, and that is why there has been an increasing interest in the antecedents of readiness for change. However, there is a limited body of empirical research that sheds light on the role of teacher agency on readiness for change. Moreover, the influence of job satisfaction on readiness for change has remained unclear. Therefore, this study set out to investigate whether teacher agency mediates the relationship between job satisfaction and readiness for change. For this purpose, the study was designed as a correlational study, and participants of the study involved 672 teachers working at primary, secondary, and high school level public schools. The data were collected with convenience sampling through self-administered online and paper-and-pencil formats of the Job Satisfaction Scale, Teacher Agency Scale, and Readiness for Change Scale. Partial least square structural equation modeling (PLS-SEM) was used to test the hypothesized model by applying the disjoint two-stage approach. The results indicated that both job satisfaction and teacher agency were significant predictors of readiness for change, and teacher agency mediated the relationship between job satisfaction and readiness for change. This study, therefore, is expected to be of value to researchers, school principals, and policymakers wishing to increase the likelihood of change success.