The opinions of directors and teachers relationg to the primary scholl directors' practice levels of resistance lessening methods towards change

The study aims to determine the proficiency levels of primary school administrators on applying the methods of managing the resistance to change based on the opinions of elementary school administrators and teachers.The universe of the research work was built by assessment of 1797 scales in total which were applied to 96 primary school staff 263 administrators and 1534 teachers in Province of İstanbul, in 2008-2009 academic year.Quantitative data were used In the study, based on screening model. the scale which was developed by the researcher as data collection tool consists of two parts. In the first section there exist personal information form including the variables "gender, age, professional seniority including teaching, most recently graduated school, their in-service training relating the theme change management , and in the second part " Managing Resistance to Change Scale "is located consisting of 38 items related to the method for`?provision of participation to the education and the decision, communication, facilitation and support and the vision?? during the process of managing the resistance to change.In the study, the frequency, percentage, standard deviation and mean were calculated for the data obtained, and the related tables were created and interpreted . in order to determine the levels of the methods used by elementary school administrators for managing the resistance to change.As for the evaluation related to independent variables the t-test was made for the gender variable and averages are interpreted via comparision for the difference. As for the variables age, professional seniority including teaching, most recently graduated school, in-service training relating the theme change management , one-way analysis of variance (ANOVA) was performed. In order to decide which post-hoc multiple comparison technique to use after ANOVA, initially it has been tested whether the Levene's test and the group distribution variances are homogeneous and, in case the variances are not homogeneous , widely used Tamhane's T2 multiple comparison technique were preferred and in case the variances are homogeneous widely used Scheffe and LSD multiple comparison techniques were preferred.Based on the findings of the study the following conclusions were reached:1. Elementary school administrators consider themselves highly sufficient at using the methods for`?provision of participation to the education and the decision, communication, facilitation and support and the vision?? at the process of managing resistance to change.2. Elementary school teachers consider that primary school administrators are at moderate level at using the methods for `?provision of participation to the education and the decision, communication, facilitation and support and the vision?? at the process of managing resistance to change.3. The difference of the total scores of the scale for primary school administrators for managing resistance to change according to the status variable found to be statistically significant. These differences has been realized in favor of managers. So that opinions of manager ( = 3.66), are more compared to teacher opinion ( = 3.25), relating the methods that elementary school administrators used to manage resistance to change.4. The difference between the primary school managers? scores for managing the resistance to change scale and ?Provision of participation to the education and the decision?, ?Communication?, ?Facilitation and support? and the ?Vision? subscale scores and total scores according to gender, graduation and branch variable was not found statistically significant.5. The difference between the primary school managers? scores for managing the resistance to change scale and ?Provision of participation to the education and the decision?, ?Facilitation and support? and the ?Vision? subscale scores and total scores according to age variable was not found statistically significant.6. The difference between the primary school managers? scores for managing the resistance to change scale and ?Communication? subscale according to age variable was found statistically significant. Thus, managers in the age group of 51 and above, compared to ones at 31-41 age group, are more likely to think that managers use the ?Communication? method7. The difference between the primary school managers? scores for managing the resistance to change scale and ?Provision of participation to the education and the decision? subscale according to professional seniority variable was found statistically significant. Thus, when compared to managers with 6-10 years seniority, managers with 11-15 years and with over 26 years seniority are more likely to think that managers use the ?Provision of participation to the education and the decision? method.8. The difference between the primary school managers? scores for managing the resistance to change scale and the ?Communication? subscale according to professional seniority variable was found statistically significant. Thus, managers with and over 26 years seniority are more likely to think that managers use ?Communication? dimension when compared to teachers with 6-10 years seniority.9. The difference between the ?Communication? subscale scores of primary school teachers in terms of professional seniority variable was found statistically significant. Thus, teachers with up to 5 years seniority are more likely to think that managers use "Communication? method when compared to teachers with 6-10 years seniority.10. The difference between the primary school managers? scores for managing the resistance to change scale and "Facilitation and support? and ?Vision? subscales according to professional seniority variable was not found statistically significant.11. The difference between the primary school managers? total scores for ?managing the resistance to change? scale ?Provision of participation to the education and the decision?, ?Communication?, ?Facilitation and support? and the ?vision? subscale scores according to participation to the in-service training relating the theme `change? and the number of in-service training was not found statistically significant.12. The difference between the primary school teachers? total scores for ?managing the resistance to change? scale ?Provision of participation to the education and the decision?, ?Communication?, ?Facilitation and support? and ?the vision? subscale scores according to gender and graduation variable was not found statistically significant.13. The difference between the primary school teachers? ?Communication? scores according to the age variable was found statistically significant. Thus, up to 30 year-old teachers when compared to the teachers between 31-40 age group , the teachers between 41-50 age group when compared to the teachers between 31-40 age group , the teachers at age 51 and over when compared to the teacher's between 31-40 age group are more likely to think that administrators use the methods of managing resistance to change more in general.14. The difference between the primary school teachers? ?Facilitation and support? scores according to the branch variable was found statistically significant. Thus, when compared to classroom teachers, maths teachers, science teachers, social science teachers, Turkish teachers, teachers of foreign languages, teachers of religion culture, and other branch teacher groups, the nursery class teachers are more likely to think that administrators use the methods of managing resistance to change.15. The difference between the primary school teachers? total scores for ?managing the resistance to change? scale according to professional seniority variable was found statistically significant. Thus, when compared to teachers with 6-10 years seniority, more teachers with up to 5 years seniority consider that managers use "methods of managing the resistance to change?.16. The difference of Primary School teachers total points of resistance lessening methods towards change mesaure according to the variant of the numbers of in-service education they join is found meaningful statistically.In such a way that, the perception of the group who has joined the service education about change 5 times related to the practice of resistance lessening methods towards change is in high level when compared with the group who has joined the in service education about change once or twice. The number of the courses and the seminars towards directors and teachers can be increased when the finding , that the resistance towards change decrease with the increasing number of inservice education and the joining to the in service education has positive effect on teachers?opinions, are taken into consideration.