Readiness for Organizational Change and Teaching Sustainability of Public Elementary School Teachers

Abstract

In today’s rapidly evolving educational landscape, the ability of schools to adapt to organizational change is increasingly linked to the promotion of sustainable teaching practices. Teaching for sustainability requires teachers to be flexible, resilient, and purpose-driven—qualities that may be strengthened through organizational readiness for change. This study aimed to determine the significant relationship between readiness for organizational change and teaching for sustainability among public elementary school teachers. A descriptive-correlational research design was employed, with a sample of 111 teachers from public elementary schools in Mati South District, Division of Mati City. Data were collected through standardized questionnaires and analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression. The findings revealed that both readiness for organizational change and teaching for sustainability were at very extensive levels. Correlation analysis indicated a significant positive relationship between readiness for organizational change and teaching for sustainability. Further analysis identified that the domains of readiness for organizational change in terms of individual change motivation, individual change capacity, organizational change motivation, and organizational change implementation capacity significantly influenced teaching for sustainability, particularly in terms of psychological flexibility, teaching resilience, and sense of purpose. Based on these findings, it is recommended that school administrators strengthen structural change management strategies, enhance teacher well-being programs, and implement policies that foster a change-ready culture. Strengthening these capabilities may further improve teachers' teaching for sustainability, adaptable, and purpose-driven in their professional development.