Celik, Osman TayyarAtik, Servet2024-08-042024-08-0420201302-9967https://doi.org/10.14812/cufej.635770https://search.trdizin.gov.tr/yayin/detay/412507https://hdl.handle.net/11616/92844Teachers are accepted as key factors for the success of change initiatives during educational reforms. Thus, the importance of teacher empowerment at the stages of change is emphasized. However, there is lack of research dealing with the teacher empowerment on their attitudes towards change and its role in change. Therefore, the main purpose of this study is to reveal the possible relationship between psychological empowerment and being ready for individual change for teachers. Correlational study design was used. The study group consists of 517 teachers at primary, secondary and high schools selected via cluster and convenience sampling methods. It has been found through multiple linear regression analysis that sub-dimensions of psychological empowerment (meaning, impact, competence and self-determination) predict teachers' cognitive, emotional and intentional readiness for change significantly. However, it has been revealed that self-determination and competence for cognitive readiness; self-determination for emotional readiness; self-determination, competence and impact for intentional readiness are found to be significant predictors. These results were discussed in terms of theories of self-determination and self-efficacy and some suggestions were made for the Turkish education system in practice.eninfo:eu-repo/semantics/closedAccessOrganizational changeReadiness for changePsychological empowermentTeacher empowermentArticle491739710.14812/cufej.635770412507WOS:000530128700004N/A