Yazar "Arastaman, Gokhan" seçeneğine göre listele

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    Examining the relationship between perceived organizational support and teachers' resistance to change: the mediating effects of climate for initiative and psychological safety
    (Springer, 2024) Kurt, Tuerker; Duyar, Ibrahim; Ayyildiz, Pinar; Fidan, Tuncer; Arastaman, Gokhan
    Schools in T & uuml;rkiye are operated by the Ministry of National Education (MoNE). MoNE frequently implements legal, structural, and curricular changes to alter the running of schools. Resistance to change has become a noticeable issue among Turkish teachers. Based on this background, we investigated the relationship between teachers' perceived organizational support and resistance to change, and the mediating effects of climate for initiative and psychological safety in this relationship. The perceived organizational support theory was used to explain the relationship between MoNE's supportive actions and teachers' resistance tendencies. We employed the sense-making theory to explain how teachers evaluate school climates and task uncertainty. We tested the relationships between the study variables and task uncertainty due to its central role in the sense-making theory. A total of 380 teachers participated in this cross-sectional study. Structural equation modeling was employed to analyze direct and indirect relationships between the variables. We found that perceived organizational support was not significantly related to resistance to change but negatively influenced it through climate for initiative and psychological safety. The findings showed that task uncertainty was positively related to perceived organizational support and climate for initiative but was not significantly related to psychological safety and resistance to change. Our findings pointed to the potential of perceived organizational support to alleviate teachers' resistance to change. Furthermore, the training of school administrators for favorable treatment of teachers, fair implementation of change policies, and the transparency of decision-making before and during the implementation of change policies were recommended.
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    Öğe
    The influence of perceived role ambiguity and school leadership prototypes on teachers' anxiety about school leadership: The mediating role of leadership self-efficacy
    (Univ Murcia, 2025) Ayyildiz, Pinar; Fidan, Tuncer; Duyar, Ibrahim; Arastaman, Gokhan; Kurt, Turker
    The current study aimed to examine the influence of perceived role ambiguity and school leadership prototypes on teachers' anxiety about pursuing school leadership positions. We also investigated the mediating role of teachers' leadership self-efficacy beliefs. A random sample of 390 teachers participated in this cross-sectional correlational study. Multivariate statistics and structural equation modeling were employed to analyze the hypothesized direct and indirect relationship between the study variables. The findings demonstrated whilst the perceived role ambiguity significantly increased teachers' anxiety about pursuing school leadership, school leadership prototypes decreased it. Leadership self-efficacy partially mediated the relationships between leadership prototypes and teachers' anxiety about pursuing school leadership. The study's findings would contribute to the development of policies that alleviate the adverse influence of the contributing factors to teachers' reluctance to pursue leadership roles and promote their decisions to do so.