Improving Teachers’ Readiness for Change Through Social-technical Organization Development Interventions: An Action Research Study of Beijing Polytechnic in China
DOI:
https://doi.org/10.14456/abacodijournal.2024.9Keywords:
readiness for change, social-technical organization development intervention, action research, perceived usefulness, performance feedback, intention to useAbstract
The research aims to investigate the impact of Social-technical Organization Intervention, which is based on the modified GROWEF model, on Perceived Usefulness (PF), Performance Feedback (PF), and Intention to Use (ITU) to improve teachers’ readiness for change during the implementation of the comprehensive evaluation system based on big data in Beijing Polytechnic. The modified GROWEF model included Goal Setting, Reality Check, Options Exploration, Way Forward Planning, Evaluation and Feedback. The sample consisted of 240 full-time teachers who were selected from 8 schools using stratified sampling. However, only 236 completed the questionnaire. A mixed-method methodology was used to collect data: quantitative method using questionnaire and the qualitative method using in-depth interview. As evidenced by the quantitative and qualitative data results, the Social-technical organization development interventions (ODIs) resulted in significant improvements across all variables. The findings of the modified GROWEF model ODIs indicated that (1) there are differences between the Pre- and Post- ODIs on Perceived Usefulness (PU), Performance Feedback (PF), Intention to Use (ITU) and (2) there was a significant difference between pre- and post- ODIs on teachers’ Readiness for Change (RFC), and (3) Perceived Usefulness (PU), Performance Feedback (PF) significantly impacted teachers’ Readiness for Change (RFC) and Intention to Use (ITU) as the mediator enhanced the influence of the independent variables (PU, PF) on the dependent variable (RFC).
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