Examining the Relationship between the Level of Self-Efficacy of Teachers and the Level of Schools' Openness to Change

0*, YUSUF INANDI**, Hac? Ismail Arslantas***
Periodicity:November - January'2022


The aim of this research is to reveal the relationship between the self-efficacy level of teachers and their schools’ level of openness to change. A correlational survey model was used in the research. The data were collected from 385 teachers working in the central districts of Mersin Province in the 2021-2022 academic year. The data were collected through the general self-efficacy scale and the openness to change scale, and the data obtained were examined through correlation and regression analyses. The findings revealed that there was a statistically significant relationship between the self-efficacy level of teachers and their schools’ level of openness to change. There was a strong positive relationship between the effort-insistence sub-dimension of self-efficacy and the emotional attitude sub-dimension of openness to change (r = .403**) In addition, the sub-dimensions of teachers' self-efficacy had a statistically significant effect on predicting all sub-dimensions of schools’ openness to change. It can be stated that teachers’ level of self-efficacy predicts their schools’ level of openness to change. In particular, the level of self-efficacy of teachers accounted for 17% of the total variance of the emotional attitude sub-dimension to change (R2 = .175, p > .01).


Self-efficacy, change, openness to change, teacher, educational organizations

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