Abstract
Purpose. The purpose of this correlational study was twofold: (a) to measure high school teachers' perceptions about the magnitude of change as related to transitioning from cumulative-point grade reporting to standards-referenced grading (SRG), and (b) to examine the relationship between school readiness for change and teachers' perceptions about the magnitude of changes as related to transitioning to SRG. Methodology. This quantitative, correlational study utilized a cross-sectional survey design to gather participants' beliefs regarding readiness for change and magnitude of change at a specific point in time. Two instruments were utilized, Magnitude of Change (MOC) survey and the Organizational Change Questionnaire—Climate of Change, Processes, and Readiness (OCQ-CPR). The results were compared to determine if a relationship existed between teachers' perceptions about the magnitude of change and organizational readiness. Age, years of teaching, years at current school, and SRG exposure were examined for relationships between readiness for change and perceived magnitude of change. Findings. The results of this study indicated that a majority of teachers perceive the implementation of SRG practices in high schools as a second-order change. The results of the study did not indicate a significant relationship between perceived magnitude of change and the participants' age, years teaching, years at current school, or SRG experience. Conclusions. Participants indicated implementing SRG practices as a logical but not necessary next step in implementing standards-based education. This contradiction may indicate a belief that the investment of resources to implement the change is greater than the anticipated gain in student learning. In order to reduce teachers' perceived magnitude of change, leaders will need to demonstrate a need for change that is greater than the human tendency to resist change. Recommendations. It is recommended that future research investigate the relationships between varying school climates and successful implementation of SRG practices and explore the perceptions of additional school stakeholders. To increase survey completions, the MOC survey can be shortened by excluding the individual grading practice questions. Finally, a revised OCQ-CPR that utilizes school organizational structures may simplify the process of measuring organizational readiness and climates in schools.