The effect of process and context factors on teachers' readiness for change in West Gojam Zone secondary schools of Ethiopia.

This study investigates teachers' readiness for change (TRFC) and its contributing process and context factors in secondary schools of West Gojam Zone, Ethiopia. Using a quantitative correlational design with data from 466 teachers, the research found that teachers demonstrated cognitive, emotional, and intentional readiness to implement educational changes despite limited practice of key process factors such as quality communication, participation in decision-making, leadership, and organizational justice. Among context factors, staff cohesion, organizational commitment, and history of change were positively present, while organizational politicking negatively correlated with readiness. Regression analysis showed that quality of change communication (process factor) and four context factors—organizational politicking, staff cohesion, history of change, and organizational commitment—collectively explained 31.3% of the variance in teachers' readiness for change, highlighting the importance of both process and context in change implementation within schools.