英文摘要 |
The Curriculum Guidelines of 12-year Basic Education are a new policy for schools. To decide on the implementation process and effectiveness, school practitioners' readiness to change is critical. In this context, the study used a survey designed to examine high school principals and teachers' change readiness with regard to cognition, affection and behavior intention. A total of 1,266 valid questionnaires were collected. The findings indicated that school practitioners had reached a high-intermediate to high level of cognitive readiness for change. Among the four dimensions of cognitive readiness, the conception of leadership was ranked highest while that of evaluation was ranked lowest. Readiness of affection and behavior intention were both at a high-intermediate level. But the score for affective readiness was significantly higher than that for behavior intention readiness. There was a significant difference in the readiness scores among school practitioners. Principals, office directors and practitioners with doctoral degree displayed the highest level of readiness. Moreover, based on the combination of cognitive, affective and behavior intention scores, school practitioners were clustered into three groups. The majority of practitioners had higher levels of cognitive readiness and lower levels of readiness of affection and behavior intension. These research findings provide very useful insights for the design of new policy tools. |