Teachers' percepti̇ons about role confli̇ct and role ambi̇gui̇ty wi̇th resi̇stance to change levels

The purpose of this study is to determine secondary school teachers' perceptions on attitude of resist to organizational change, role conflict and role ambiguity. Accordingly, teachers' perceptions on resistance to organizational change, role conflict and role ambiguity were identified. Afterwards whether teachers' personal traits have an effect on their perceptions was investigated, and then the relationship between teachers' perceptions on resistance to organizational change, role conflict and role ambiguity was investigated. The study population of the research consists of 2471 secondary school teachers working in Nilüfer and Osmangazi district of Bursa in 2014-2015 educational year. For sampling, random sampling method was utilized and accrodingly, the research was carried out with 535 secondary school teachers. "Personal information form", "Resist to Change Scale", "Role Conflict and Role Ambiguity Survey" were used to collect research data. The data was analyzed with SPSS 20 software, and mean, standard deviation, Mann Whitney U, Kruskal Wallis, and Spearman Rho correlation tests were executed to be able to analyze the data. Acording to results of the research, teachers' perceptions on resistance to organizational change is at low level. On examining the points regarding dimensions of the scale, it is seen that point of 'cognitive rigidity' dimension is the highest, and the point of 'Routine Seeking' is the lowest. Teachers' perceptions on role conflict and role ambiguity is also investigated and it is seen that their perceptions are at quite low level. Teachers' perceptions on role conflict, role ambiguity, resistance to organizational change and the dimensions of the resista to change scale are also investigated according to theachers' personal traits. According to theachers' personal traits, statistically significant difference was observed between teachers' perceptions on role conflict, role ambiguity, resist to organizational change and the dimensions of the resist to change scale. It is asceratined that there is a meaningful, statistically significant and low-positive level relationship between teachers' perceptions on role conflict and resistance to change. It is asceratined that there is a meaningful, statistically significant and low-nagative level relationship between teachers' perceptions on role ambiguity and resistance to change. Key Words: Role Conflict, Role Ambiguity, Resistance to Change