The Structural Relationship Modeling of Teachers' Readiness for Change and Type of Organizational Culture in Education of Fars Province

Abstract

Purpose: A rich organizational culture like a driving and energizing force plays an effective role in improving the state of the organization's human resources. Therefore, the change and evolution of organizational culture plays an important role in improving the state of the organization. As a result, the present study was conducted with the aim of the structural relationship modeling of teachers' readiness for change and type of organizational culture in education of Fars province. Methodology: This study was a descriptive from type of correlation. The population of the present research was elementary school teachers of Fars province, which based on the Krejci and Morgan table number of 127 people of whom was selected as samples with using the multistage cluster sampling method. The research tools were included a researcher-made organizational culture questionnaire and a standard readiness for change questionnaire (Bouckenooghe et al., 2009), which their validity and reliability were confirmed. The data of the present research were analyzed with using the variance analysis, one-sample t-test and structural equation modeling methods in SPSS and LISREL software. Findings: The results of this research showed that according to teachers opinion the dominant culture in the organization was defensive culture and teachers' readiness for change was at an average or at least satisfactory level (P<0.001). In addition, teachers' highest readiness for change was in the emotional field and their lowest readiness for change was in the cognitive field. Also, defensive and aggressive organizational culture had a negative and significant effect on readiness for change and constructive organizational culture had a positive and significant effect on readiness for change (P<0.01). Conclusion: The results of this research can help education system specialists and planners in understanding the state of teachers' readiness for change and type of organizational culture. As a result, to improve organizational culture pay attention to emotional, purposeful and cognitive readiness is necessary.