The impact of innovative school and schools' openness to change on teachers' perceived adaptive performance

In this research, it was aimed to determine the effect of innovative schools and schools' openness to change on perceived adaptive performance according to teachers' opinions. The sample of this research, which is in the relational survey model, consists of 258 teachers determined by simple random sampling method. In the research, "Personal Information Form", "Innovative School Scale", "Openness to Change Scale of Schools" and "Adaptive Performance Scale Perceived by Teachers" were used as data collection tools. Descriptive statistical analysis, independent sample t-test, one-way variance analysis, correlation analysis and hierarchical regression analysis were used in the analysis of the data obtained in the research. It was determined that the teachers' views on innovative school, openness to change of schools and adaptive performance were at a high level. While there was not any significant difference in the opinions of teachers about the innovative school in terms of gender, educational status, marital status and branch variables; regarding the variable of the environment in which the school is located, a significant difference was found in the size of managerial support in favor of teachers working in schools located in the district. While there was no significant difference in the opinions of teachers about the openness of schools to change in terms of gender, marital status and branch variables, there was a significant difference in the openness of principals to change in terms of the environment in which the school is located in favor of teachers working in the center. In terms of the educational status variable, a significant difference was found in the openness of teachers to change in favor of undergraduates, and in the openness of principals to change in favor of those who have completed postgraduate studies. No significant differences were found in teachers' views on perceived adaptive performance according to gender, educational status, marital status, school environment and branch variables. In the research, a positive and decisively significant relationship was found between innovative schools and the openness of schools to change and teachers' opinions about adaptive performance. Teachers' views on innovative schools and openness to change of schools significantly predicted their views on total perceived adaptive performance and its sub- dimensions, both together and independently of each other. Teachers' views on innovative schools explained 31.2% of the variance in adaptive performance. Teachers' views on the openness of schools to change explained 7.7% of the variance in adaptive performance. Together, teachers' views on innovative schools and openness to change explained 38.9% of the variance in adaptive performance.