The Effect of Innovative Schools and Schools' Openness to Change on Teachers' Adaptive Performance

In this study, it was aimed to examine the effect of teachers' perceptions of innovative schools and schools' openness to change on their perceptions of adaptive performance. Predictive correlational design was used in the study. Simple random sampling method was utilized to determine the sample. The sample consisted of 258 teachers. Personal Information Form, Innovative School Scale, Schools' Openness to Change Scale and Teachers' Perceived Adaptive Performance Scale were applied to collect the data. In data analysis, descriptive statistics, Pearson correlation and hierarchical regression analysis were used. In the study, teachers' perceptions of innovative schools and adaptive performance were found to be high, and their perceptions of schools’ openness to change were found to be moderate. It was determined that innovative school and schools' openness to change together significantly predicted adaptive performance. It was determined that the dimensions of organizational impediments, teachers' openness to change and school environment's press for change were significant predictors of adaptive performance while innovative schools and schools' openness to change were together. It was concluded that in order to increase the adaptive performance of teachers, it is necessary to realize innovative practices in schools and to increase the openness of schools to change. Suggestions were made to prevent the factors that hinder innovations in schools and to increase the openness to change of teachers and the school environment.