Theorizing on the role of teacher attitudes in change effectiveness, this study examined the predictive value of context (trust), process (social interaction, participative management and knowledge sharing) and outcome (job satisfaction and workload perception) variables for cognitive, emotional and intentional readiness of teachers for change. The study was designed as predictive correlational study. Data were collected from 1649 elementary teachers. Hierarchical linear regression analysis results indicated that background and context variables are weak predictors of readiness for change (RFC), while job outcome and process variables emerged as stronger predictors of RFC. The central role of job satisfaction and trust in predicting RFC suggests that readiness cannot be limited to times of change; rather, it is closely related to total experiences of teachers on their job. As a result, for a more effective management of teachers' attitudes towards change leadership needs to hold a broader temporal and contextual understanding rather than demonstrating limited interventions during times of change.
This study analyzes prospective teachers’ digital citizenship behaviour norms. The sample consists of the seventeen prospective teachers who studied at the University Of Gaziantep Faculty Of Education in the academic year 2009-2010. Qualitative methods were utilized in the collection and the analysis of data. The results indicated the teachers adequately demonstrated behaviour norms regarding digital communication and digital literacy, yet only few showed behaviour norms concerning digital access, digital etiquette, digital commerce, digital rights and responsibilities, digital law, digital health and wellness, and digital security categories. Therefore, these results highlight the fact that the digital citizenship behaviour norms should be included in teacher training programs in Turkey.
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