Examining the change readiness of Anganwadi teachers for implementing national education policy (2020) in Rajasthan, India

Purpose The study offers a comprehensive assessment of the change readiness of Anganwadi teachers in India for the National Education Policy (NEP) 2020. It focuses particularly on psychological empowerment and the mediating role of job satisfaction in influencing teacher’s readiness for change. Design/methodology/approach The research used a quantitative method, and the data was gathered from 1,145 Anganwadi teachers in the state of Rajasthan, India. The analysis employed a structural equation modeling technique. Findings Psychological empowerment exhibited a robust positive relationship with change readiness in Anganwadi workers based on the study results. The results demonstrated that job satisfaction functioned as a mediator, which explained how psychological empowerment impacts the change readiness of Anganwadi teachers. Additionally, age negatively moderated the relationship between job satisfaction and teachers’ change readiness. Research limitations/implications The research results enhance the current knowledge base regarding change readiness among Anganwadi teachers who function as education reform implementers in local communities. This research guides policy developers and administrators to fulfill their educational obligation regarding early childhood education transformations because it describes the intricate association between psychological empowerment, job satisfaction, and change readiness. Originality/value This research provides significant implications for policy makers, administrators, and other stakeholders who are responsible for the successful introduction of educational changes, particularly in the context of early childhood education, by detailing the complex relationship between psychological empowerment, job satisfaction, and change readiness.