Linking teacher resistance, agency, and alienation: principal support’s moderating role

Çepni O., Savaş G., PALAZ T., ERDOĞAN O., Kılınç A. Ç.

Irish Educational Studies, 2026 (SSCI, Scopus) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1080/03323315.2026.2675306
  • Dergi Adı: Irish Educational Studies
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Anahtar Kelimeler: centralised education, principal support, teacher agency, teacher resistance to change, Teacher work alienation
  • Gazi Üniversitesi Adresli: Evet

Özet

This study examines the relationships between teacher resistance to change, teacher agency, and teacher work alienation and investigates whether principal support moderates these associations. Survey data were collected from 494 teachers working in public schools in Türkiye and analysed using confirmatory factor analysis and structural equation modeling. The findings supported the proposed model, indicating that teacher resistance to change is positively associated with work alienation, while teacher agency is negatively associated with it. The results also revealed that principal support moderates the relationship between both predictors and teacher work alienation. The paper concludes with implications for policy and practice.