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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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    Organizational Predictors of Teachers' Subjective Well-Being: Multinational Evidence from PISA 2022 Data
    (Sage Publications Inc, 2025) Fidan, Tuncer
    Teachers' subjective well-being can be regarded as an indicator of their healthy functioning at work. This implies that positive organizational factors like principal instructional leadership, the climate of trust, work autonomy, and collaboration can potentially create healthy work environments for teachers. The current study examined the relationship between principal instructional leadership and teachers' subjective well-being. The mediating roles of the climate of trust, teachers' work autonomy, and teacher collaboration in this relationship were also examined. The geographical region was included as a control variable to check the effects of macro-cultural differences among jurisdictions that participated in the Programme for International Student Assessment (PISA) 2022. This cross-sectional study employed a multinational dataset of PISA 2022. Participants included 52,823 teachers working in 17 jurisdictions in countries that participated in PISA 2022. Structural equation modeling was used to analyze the data. Findings indicated that principal instructional leadership positively influenced teachers' subjective well-being directly and indirectly through the climate of trust, teachers' work autonomy, and teacher collaboration. Furthermore, the geographical region was found to significantly influence teachers' well-being, the climate of trust, teachers' work autonomy, and teacher collaboration. Based on the study findings, establishing team structures, building an instructional coaching system, implementing co-teaching strategies, and establishing feedback systems to provide constructive, supportive, and positive feedback to teachers were among the recommended points.
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    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.