The central aim of the study was to examine the patterns of attitudes toward change (ATC) of senior assistants and teachers in Malaysian secondary schools. A total of 1,014 respondents were involved in the final analysis. The findings revealed that a) the senior assistants scored significantly higher than the teachers in all the three domains of ATC; b) the senior assistants and the teachers hold cognitively-based ATC; c) as a whole, senior assistants scored at the quadrant of Embracing whereas the teachers scored at the quadrant of Acceptance; d) in terms of quadrants, the senior assistants scored at the quadrant of Embracing for Cognitive, Affective and Behavioural whereas the teachers scored at the quadrant of Embracing for Cognitive and Affective but at the quadrant of Acceptance for Behavioural. In summary, there is a need for relevant parties to uncover the real situation to improve teacher attitudes toward change. Improvement of quality of teachers’ attitudes is an obligatory condition for high quality school education as teachers are the change implementers who are closest to the student. Indeed, the central pivot of any school change is the acceptance or the heart of the teachers to work through the change process.
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In-Text Citation: (Kareem & Kin, 2018)
To Cite this Article: Kareem, O. A., & Kin, T. M. (2018). Attitudes toward Change: A Comparison Between Senior Assistants and Teachers in Malaysian Secondary Schools. International Journal of Academic Research in Business and Social Sciences, 8(1), 245–259.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
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