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

Abstract

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 T & uuml;rkiye 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.