This study focused on the development of Teachers’ Commitment to Change Scale (TCCS) and to validate the adapted instrument based on the belief that individual needs motivation to enhance owns capability to perform a task successfully and efficiently. This instrument was envisioned to measure a variation of overall features of commitment to change. The original version of Commitment to Change Scale (CCS) was validated as having four constructs: personal goals, context beliefs, capacity beliefs, and emotional arousal process. Nonetheless, for the purpose of this study, only three of the constructs were chosen, namely personal goals, capacity beliefs, and context beliefs. It was distributed to 145 school teachers, who were required to respond to a 10-point Likert scale. The respondents were selected through purposive sampling procedure. The collected data were analyzed using SPSS software package. An exploratory factor analysis (EFA) was conducted prior to performing confirmatory factor analysis (CFA). Thus, the TCCS would benefit school principals in assessing the teachers’ commitment in assuming new leadership roles in school change initiatives.
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