Investigating the relationship between readiness to change teaching level experience and school size among school administrators

The purpose of this study is to investigate school administrators' readiness to change in relation to teaching level of the school, experiences of school administrators, and the size of the school. The intentional, emotional, and cognitive readiness conceptual framework was utilized in the study. Using cluster sampling approach, the data of the study were collected from 167 school administrators working in 31 different schools. A self-developed readiness to change scale was utilized in collecting the data. Data analysis revealed that school administrators with the highest level of experience exhibited the difference in intentional readiness to change. Considering these results, it is concluded that conducting participative organizational change practices and giving the opportunity both to teachers and school administrators to actively participate in change processes will result higher readiness to change