___

• Akbaba-Altun, S. ve Büyüköztük, Ş. (2011). Değişim eğilimleri ölçeğinin geliştirilmesi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 1(1), 73-90.
• Apple, M. W. (2013). Can education change society. New York: Routledge. Armenakis, A. A., Harris, S. G., & Mossholder, K. (1993). Creating readiness for organizational change. Human Relations, 46(6), 681-703.
• Aslan, M., Beycioğlu, K. ve Konan, N. (2008). Principals’ openness to change in Malatya, Turkey. International Electronic Journal for Leadership in Learning, 12(8), 1-13.
• Barth, R. (1990). Improving schools from within: Teachers, parents and principals can make difference. San Francisco: Jossey-Bass.
• Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms. Computers & Education, 39(4), 395-414.
• Bradley, R. F. (1992). Teachers’ receptivity to educational change (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No: 9229270)
• Briscoe, C., & Peters, J. (1997). Teacher collaboration across and within schools: Supporting individual changein elementary science teaching. Science Education, 81(1), 51-65.
• Crisafulli, D. (1982). The relationship between teacher receptivity to change and organizational school climate (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No: 8313820)
• Çalık, T. (2003). Eğitimde stratejik planlama ve okulların stratejik planlama açısından nitel değerlendirilmesi. Kastamonu Eğitim Dergisi, 11(2), 251-168.
• Çalık, T. ve Sezgin, F. (2005). Küreselleşme, bilgi toplumu ve eğitim. Kastamonu Eğitim Dergisi, 13(1), 55-66.
• Çalışkan, Ö. (2011). Investigation of the relationship between teachers’ readiness for organizational change and resilience (Yayımlanmamış yüksek lisans tezi). Ortadoğu Teknik Üniversitesi, Ankara.
• Çıngı, H. (1994). Örnekleme kuramı. Ankara: Hacettepe Üniversitesi. Dalin, P. (1998). School development. London: Continuum.
• Daly, A. J. (2010). Mapping the terrain. In A. Daly. (Ed.), Social network theory and educational change (pp. 1-16). Cambridge: Harvard Education.
• Daly, A. J., & Finnigan, K. S. (2010). A bridge between worlds: Understanding network structure to understand change strategy. Journal of Educational Change, 11(2), 111-138.
• Day, C. (1999). Developing Teachers: The challenges of lifelong learning. London:Falmer.
• Demirtaş, H. (2012). İlköğretim okullarının değişime açıklığı. İlköğretim Online, 11(1), 18-34.
• DePaulo, L. A. (2000). Building teacher capacity: Staff development, socialization and receptivity change (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No: 9977588)
• Eaton, S. (2010). School climate, teacher satisfaction and receptivity to change (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No: 3422079)
• Fullan, M. (1992). Visions that blind. Educational Leadership, 49(5), 19-22.
• Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 12-17.
• Fullan, M. (1999). Change forces the sequel. Routledge Falmer: London.
• Fullan, M. (2000). The return of large scale reform. Journal of Educational Change, 1(1), 5-27.
• Fullan, M. (2003). Change forces with a vengeance. London: Routledge Falmer.
• Fullan, M. (2005). The meaning of educational change: A quarter of a century of learning. In A. Lieberman (Ed.), The roots of educational change (pp. 202-216). Dordrecht: Springer.
• Fullan, M. (2007). The new meaning of educational change. Amsterdam: Teachers College.
• Fullan, M. (2008). What’s worth fighting for in the principalship. Ontario: Teachers College.
• Fullan, M. (2009). Large-scale reform comes of age. Journal of Educational Change, 10(2-3), 101-113.
• Girouz, H. A. (2004). Critical pedagogy and the postmodern/modern divide: Towards a pedagogy of democratization. Teacher Education Quarterly, 31(1), 31-47.
• Goh, S. C., Cousins, J. B., & Elliott, C. (2006). Organizational learning capacity, evaluative inquiry and readiness for change in schools: Views and perceptions of educators. Journal of Educational Change, 7(4), 289-318.
• Goodson, I. (2001). Social histories of educational change. Journal of Educational Change, 2(1), 45-63.
• Griffith, S. D. (2010). Transformational leadership and change readiness using assessments for near–term prescriptive organizational intervention (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No: 3434003)
• Ha, A. S. C., Lee, J. C. K., & Chan, D. W. K. (2004). Teachers’ perceptions of inservice teacher training to support curriculum change in physical education: The Hong Kong Experience. Sport, Education and Society, 9(3), 421-438.
• Hargreaves, A. (1998). Changing teachers changing times: Teachers work and culture in the postmodern age. London: Cassel.
• Hargreaves, A. (2002). Sustainability of educational change: The role of social geographies. Journal of Educational Change, 3(3-4), 189-214.
• Hargreaves, A. (2004). Inclusive and exclusive educational change: Emotional responses of teachers and implications for leadership. School Leadership and Management, 24(2), 287-309.
• Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 43(1), 243-276.
• Hargreaves, A. (2009). A decade of educational change and a defining moment of opportunity: An introduction. Journal of Educational Change, 10(2-3), 89-100.
• Harris, A. (1998). Improving the effective department: Strategies for growth and development. Education Management and Administration, 26(3), 269-278.
• Harris, A. (2001). Building the capacity for school improvement. School Leadership and Management, 21(3), 261-270.
• Harris, A. (2002). School improvement: What is in it for schools? London: Routledge Falmer.
• Harris, A. (2006). Leading change in schools in difficultly. Journal of Educational Change, 7(1-2), 9-18.
• Harris, A. (2009). Big change question: Does politics help or hinder educational change? Journal of Educational Change, 10(1), 63-67.
• Harris, A. (2011). Reforming systems: Realizing the fourth way. Journal of Educational Change, 12(2), 159-171.
• Hinde, E. (2003). Reflections on reform: A former teacher looks at school change and the factors that shape it.http://tla.gmu.edu/module2/hinde.htmon adresinden 5 Eylül 2012’de indirilmiştir.
• Hopkins, D. (2001). School improvement for real. London: Routledge. Hopkins, D. (2007). Every school a great school: Realizing the potential of system leadership. Berkshire: Open University.
• Hopkins, D., & Levin, B. (2000). Government policy and school development. School Leadership & Management, 20(1), 15-30.
• Karasar, N. (2010). Bilimsel araştırma yöntemi. Ankara: Nobel.
• Kondakçı, Y., Zayim, M. ve Çalışkan, Ö. (2010). Okul yöneticilerinin değişime hazır olma tutumlarının okulun öğretim düzeyi, yöneticilerin deneyimi ve okul büyüklüğü bağlamında incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2),155-175.
• Lee, J. C. K. (2000). Teacher receptivity to curriculum change in the implementation stage: The case of environmental education in Hong Kong. Journal of Curriculum Studies, 32(1), 95-115.
• Levin, B. (2007). Sustainable, large-scale educational renewal. Journal of Educational Change, 8(4), 323-336.
• McGhee, M. V. (2001). A principal’s role in openning a new school (Unpublished doctoral dissertation). Retrieved from http://sdpl.coe.uga.edu/research/aprincipalsrole.htm
• Moroz, R., & Waugh, R. F. (2000). Teacher receptivity to system-wide educational change. Journal of Educational Administration, 38(2), 159-178.
• Murphy, J. (2005). Connecting teacher leadership and school improvement. California: Crown.
• Ocaklı, E. (2006). Okul müdürlerinin duygusal, bilişsel ve davranışsal boyutlarda değişime açıklıklarının ölçülmesi (Yayımlanmamış yüksek lisans tezi). Yeditepe Üniversitesi, İstanbul.
• Özdemir, S. (2000). Eğitimde örgütsel yenileşme. Ankara: Pegem A.
• Özdemir, S. ve Kılınç, A. Ç. (2012). Türk eğitim sistemi ve okul yönetimi. İçinde, S. Özdemir (Ed.), Değişen toplum ve okul (ss. 75-91). Ankara: Pegem Akademi.
• Özdemir, S. ve Cemaloğlu, N. (2000). Eğitimde örgütsel yenileşme ve karara katılma.Milli Eğitim, (146). Retrieved from http://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/146/ozdemir.htm
• Özdemir, S., Yalın, H. İ. ve Sezgin, F. (2012). Eğitim bilimine giriş. Ankara: Nobel.
• Priestley, M. (2011). Schools, teachers, and curriculum change: A balancing act? Journal of Educational Change, 12(1), 1-23.
• Rasmussen, R. H. (1975). The relationship organizational climate and individual attitudes toward change teachers’ perception of organizational receptivity to change (Unpublished doctoral dissertation). University of New Orleans, New Orleans.
• Retrieved from ProQuest Dissertations and Thesis database.
• Renuart, W. R. (1973). A comparison of teachers with administrators’ perception of teacher behavior with teachers’ receptivity to change (Unpublished doctoral dissertation). The University of Miami, Florida. Retrieved from ProQuest Dissertations and Thesis database.
• Robertson, P. J., & Briggs, K. L. (1998). Improving schools through school‐based management: An examination of the process of change.
• School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 9(1), 28-57.
• Sackmann, S. A., Eggenhofer, P. M., & Friesl, M. (2009). Sustainable change long-term efforts toward developing a learning organization. The Journal of Applied Behavioral Sciences, 45(4), 520-549.
• Seashore, K. R. (2009). Leadership and change in schools: Personal reflections over the last 30 years. Journal of Educational Change, 10(2-3), 129-140.
• Sergiovanni, T. J. (1994). Building community in schools. California: Jossey-Bass.
• Sergiovanni, T. J. (2000). Changing change: Toward a design science and art. Journal of Educational Change, 1(1), 57-75.
• Smylie, M. A. (1992). Teacher participation in school decision making: Assessing the willingness of to participate. Educational Evaluation and Policy Analysis, 14(1), 53-67.
• Stoll, L. (1999). Realising our potential: Understanding and developing capacity for lasting improvement, School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 10(4), 503-532.
• Stoll, L. (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change, 10(2), 115-127.
• Susanto, A. B. (2008). Organizational readiness for change: A case study on change readiness in a manufacturing company in Indonesia. International Journal of Management Perspectives, 1(2), 50-61.
• Trail, K. (2000). Taking the lead: The role of the principal in school reform. Connections, 1(4), 1-4.
• Waller, L. D. (2008). An investigation among teacher efficacy, reflective practice, openness to change and the use of student response system technology (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No: 3351707)
• Waugh, R. F. (1999). Teacher receptivity to system wide change in a centralized education systems: A rasch measurement model analysis. Journal of Outcome Measurement, 3(1), 71-88.
• Waugh, R. F., & Godfrey, J. (1995). Understanding teachers’ receptivity to system wide educational change. Journal of Educational Administration, 33(3), 38-54.
• Wheatley, M. J. (2006). Leadership and the new science. California: Berrett-Koehler.
• White, P. A. (1992). Teacher empowerment under ideal school site autonomy. Educational Evaluation and Policy Analysis, 14(1), 69-82.
• Yılmaz, D. (2010). Investigating the relationship between teachers’ sense of efficacy and perceived openness to change at primary and secondary level public schools (Yayımlanmamış yüksek lisans tezi). Ortadoğu Teknik Üniversitesi, Ankara.
• Zayim, M. (2010). Investigating the relationship between primary and secondary level public school teachers’ readiness for change and perceived organizational trust (Yayımlanmamış yüksek lisans tezi). Ortadoğu Teknik Üniversitesi, Ankara. Received: 10/09/2013
• Revision received: 20/01/2014 Second revision received: 28/03/2014 Approved: 01/04/2014