The relationship between schools' openness to change and organizational resilience

This research aims to determine the openness to change-organizational resilience relationship based on the opinions of public primary school, secondary school and Anatolian High School teachers. The qualitative phase of the research, designed with a mixed methods exploratory sequential design, is in the phenomenology model, and the quantitative phase is in the relational screening model. The research population consists of public primary school, secondary school and Anatolian High School teachers in Isparta. In the qualitative phase, the study group consists of 15 teachers and administrators determined by the maximum diversity method, and in the quantitative phase, the sample consists of 369 teachers working in 15 schools. In the qualitative phase, factors determining openness to change and organizational resilience levels were identified. A semi-structured interview form was used for this purpose. After the data was analyzed by content analysis, the prepared draft forms were applied to two different samples. As a result of the application, 3 dimensions and 18 items in openness to change; Two scales consisting of 2 dimensions and 15 items were developed for organizational resilience. Validity of the scales: EFA and CFA; Reliability was determined by Cronbach Alpha, item-total score correlations and composite reliability coefficients. At the qualitative stage, the following results were reached: The first three elements that determine schools' openness to change are technology monitoring and use, adaptation and new educational practices. It has been determined that schools are open to change and are affected by the change movements of the Ministry of Education and other institutions. In organizational resilience, the elements that most emphasize organizational resilience are crisis management and not giving up in the face of difficulties. The most common reactions that schools show in unexpected events are rapid decision-making, Communication and adaptation; The most common positive reaction is adaptation; The negative reaction is parent attitudes and accessibility. Parametric tests were used in the quantitative phase. "T-Test for Independent Samples" was applied in groups of two, and "One-Way Analysis of Variance for Unrelated Samples (One-Way ANOVA)" was applied in groups of more than two. Additionally, descriptive statistics such as frequency, percentage, arithmetic mean and standard deviation were used. Multiple linear regression analysis was conducted to determine the predictive level of schools' openness to change for organizational resilience. In all analyses, the significance level was taken as .05. In the quantitative phase, schools' openness to change is high; Organizational resilience was found to be very high. There was no significant difference in gender, total service time and school service time in total and sub-dimensions. In total organizational resilience at the educational level; total openness to change in school type and school culture; Significant Differences were observed in the branch of openness to change in the management's openness to change dimension. As a result of the regression analysis, a significant relationship was found between the management's openness to change dimension of openness to change and the sustainability of basic activities dimension of organizational resilience. A positive but low level relationship was found between the sustainability of core activities and the dimensions of openness to change. No significant relationship was found between the dimensions of openness to change and the success dimension of organizational resilience. A positive and low relationship was found between success and the school culture and technology use dimensions of openness to change, and a negative and low relationship was found between success and the administration's openness to change.