[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602688-105":59,"doc-detail-602688-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","organizational-change-process-a-study-in-turkish-primary-public-schools","Organizational Change Process - A Study in Turkish Primary Public Schools","","The paper identifies how school principals and teachers in Turkish primary public schools perceive the organizational change process across content, context, process, and outcomes. A qualitative study using a phenomenological approach applies criterion sampling to gain in-depth insight. Purposive sampling includes five principals and five teachers who have experienced principal change, interviewed through semi-structured interviews. In-depth data analysis yields five categories and themes such as localized change exposure, internal and external environmental drivers, change process stages, and affective and behavioral reactions including resistance and trust.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/organizational-change-process-a-study-in-turkish-primary-public-schools/602688/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/organizational-change-process-a-study-in-turkish-primary-public-schools/602688.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What dimensions does the paper use to study organizational change?","Question",{"text":112,"@type":113},"The study considers content, context, process, and outcomes dimensions, analyzing how principals and teachers interpret change across these areas.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the qualitative study designed and who participates?",{"text":117,"@type":113},"The paper uses a qualitative phenomenological approach with criterion sampling. A purposive sample includes five school principals and five teachers who experienced principal change.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes and reactions emerge from the analysis?",{"text":121,"@type":113},"Themes include exposure for change and change initiatives, internal and external environment drivers, and stages of the change process. Outcomes cover affective and behavioral reactions such as resistance and trust, openness to change, encouragement, and satisfaction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602688,1792120039,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Organizational Change Process: A Study in Turkish Primary  \nPublic Schools  \nDerya Yılmaz  \nGökhan Kılıçoğlu  \nABSTRACT  \nThe paper aims to identify views of school principals and teachers about organizational change process at primary public schools in Turkey as regards content, context, process and outcomes dimensions. The paper employs a qualitative study internalizing phenomenological approach. Criterion sampling strategy is used to get an in-depth understanding of organizational change process at schools. With a purposive sample offive school principals and five teachers experiencing principal change are participated the study. Participants of the study are interviewed through utilization of semi-structured interviews. Asa result of in-depth analysis of data, five categories of data emerged under the factors of content, context, process and outcomes of change. Themes emergedfrom the study are “exposure for change” as regards localized change initiatives at schools and change initiatives of Ministry of National Education for content dimension; “internal environment” in terms of school principal leadership, demands of students for context dimension; “external environment” regarding competitive pressures, government regulations, changing knowledge and technological changes, standardized schools and demands of parents for context dimension; “process of change” in terms of initiation, implementation, post-implementation for process dimension; “affective and behavioral reactions” as regards resistance and trust for change, openness to change, encourage change, satisfaction for outcomes dimension.  \nINTRODUCTION  \nOrganizational change  \nGlobalization, developments in information and communication technology, economic crises, demographic changes dramatically forces human being to change structural-functional aspects in his/her systems (Ragsdell, 2000) . In other words, ‘change’ which is defined as the movement from one state to another (Hargreaves, 2004), is conceptualized as the involvement of organizations in order to respond to increasing diversity of people, advances in information and communication technology, improvements in information processing, dynamic and extensive competition of market place and governmental regulations (Burke, 2008; Dowson, 2003; Moorhead & Griffin, 1995). However, external forces are not the sole triggers of change. Besides, internal factors related to human resources issues and organizational process considerations are critical forces for change within organizations (Ivancevich & Matteson, 2002) . The nature of the existing human force within the organization, the nature of the task at hand, the existing structural-functional characteristics, formalized lines of communication, formation of working procedures, managerial hierarchies, reward systems and disciplinary procedures are some of the internal forces of change (Leavit, 1964) .  \nEducational Planning 19 Vol. 21, No. 2  \nDimensions of change  \nOperation at individual, unit and organizational levels, being affected by internal and external dynamics, and having both positive and negative outcomes makes organizational change a very complicated issue. As a result different scholars advanced competing theoretical frameworks in order to conceptualize and implement organizational change process (E.g., Porras & Robertson, 1992; Van de Ven & Poole, 1995) . Based on a review of 10 years scholarly works on organizational change, Armenakis and Bedian (1999) suggested a comprehensive framework for conceptualizing organizational change process. They suggested that organizational change analyses need to consider content, context, process and outcome issues (Armenakis & Bedeian, 1999) .  \nWithin this framework, the content of organizational change answers the question of‘what to change’ with antecedents and consequences of change practices by providing vision and directing for change (Armenakis & Bedeian, 1999; Burke, 2008) . In fact, content issues for organ","cbCaimaAMvvV0ATy","https://ap.wps.com/l/cbCaimaAMvvV0ATy","pdf",322776,21,"English","# Abstract\n# Introduction\n## Organizational Change\n## Educational Planning\n## Dimensions of Change","[{\"question\":\"What dimensions does the paper use to study organizational change?\",\"answer\":\"The study considers content, context, process, and outcomes dimensions, analyzing how principals and teachers interpret change across these areas.\"},{\"question\":\"How is the qualitative study designed and who participates?\",\"answer\":\"The paper uses a qualitative phenomenological approach with criterion sampling. A purposive sample includes five school principals and five teachers who experienced principal change.\"},{\"question\":\"What themes and reactions emerge from the analysis?\",\"answer\":\"Themes include exposure for change and change initiatives, internal and external environment drivers, and stages of the change process. Outcomes cover affective and behavioral reactions such as resistance and trust, openness to change, encouragement, and satisfaction.\"}]","Organizational Change Process - A Study in Turkish Primary Public Schools | PDF",1792095080,53]