Patterns of change fatigue among primary school teachers in Türkiye: a conditional path analysis using TALIS 2024 data

Primary school teachers in Türkiye face continuous curricular, organisational, and digital change, yet how personal resources, occupational strain, technology-related perceptions, and leadership conditions relate to change fatigue remains insufficiently understood. This study examined direct, indirect, and conditional associations using TALIS 2024 Türkiye primary-teacher data and a regression-based conditional path model. Of the 4,053 teachers in the original file, 4,016 nested in 232 schools formed the multiple-imputation analytic frame. The analytic sample was approximately 67% female and 33% male, with a modal age band of 40–49 years. Analyses used teacher final weights and cluster-robust standard errors, with cluster-bootstrap confidence intervals for indirect associations, controlling for gender and professional experience. Workplace well-being and stress and digital adversity were positively associated with change fatigue, whereas growth mindset showed a small negative total association mainly through empathy with students. Working environment satisfaction was the clearest indirect pathway, especially for the workplace-stress-to-fatigue link, while digital adversity’s indirect associations were not robust. Relational leadership was directly associated with lower change fatigue and selectively conditioned the working-environment-satisfaction pathway. Change fatigue was linked most consistently to occupational strain, working environment satisfaction, and relational leadership; because the design is cross-sectional, findings reflect conditional associations rather than causal mechanisms.