Title: Mediating role of readiness for change in the relationship between principal instructional leadership and commitment to change

Authors: Nor Azni Abdul Aziz; Soaib Asimiran; Aminuddin Hassan

Addresses: Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia ' Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia ' Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia

Abstract: The research's goals are to assess the principal instructional leadership's impact on teachers' commitment (normative, continuance, and affective) for change in adopting School-Based Assessment (SBA). Furthermore, this research aims to identify the function of a mediator, notably in teachers' readiness for change in the application of SBA. The research's findings discovered that the developed study model fits with the values of Goodness of Fit Index (GFI) = 0.902; Comparative Fit Index (CFI) = 0.934; Tucker-Lew Index (TLI) = 0.925; and Root Mean Square of Error Approximation (RMSEA) = 0.055.The results showed a significant impact between principal instructional leadership with teachers' commitment (normative, continuance and affective) to change and teachers' readiness for change. According to the findings of the mediator assessment, teachers' readiness to change was established as a partial mediator in the relationship between principal instructional leadership and teachers' commitment (normative, continuance and affective) to change in the deployment of the SBA methodology. To ensure that changes in education such as SBA will successfully achieve the educational targets, principals need to act as instructional leaders to enhance teachers' readiness and commitment in implementing any educational changes.

Keywords: instructional leadership; commitment to change; readiness for change; school-based assessment.

DOI: 10.1504/IJMIE.2022.123832

International Journal of Management in Education, 2022 Vol.16 No.4, pp.407 - 437

Received: 27 Feb 2021
Accepted: 01 Aug 2021
Published online: 04 Jul 2022 *

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