Educational systems all around the world have been undergoing unprecedented changes. Schools continually embark on new change programs, and greater responsibilities are being placed on teachers as well as school administrators for the skillful completion of these programs. Teachers’ positive attitudes towards change, in this sense, play a pivotal role in the successful achievement of these change initiatives in schools. In order to describe teachers’ attitudes towards change and to better understand the potential relationship between psychological empowerment and attitudes toward change, a case study was carried out in one of the large K-12 state schools in Turkey. Data were collected through the scales of psychological empowerment (Menon, 1999), and attitudes toward change (Dunham, Grube, Gardner, Cummings, & Pierce, 1989). A significant positive relationship has been found between psychological empowerment and teachers’ attitudes toward change. The results of the study are expected to give insights to school administrators by revealing relationship between psychological empowerment and teachers’ attitudes towards change.
Psychological empowerment, attitudes toward change, Turkey, case study
