Individual Values, Organizational Commitment, and Participation in a Change: Israeli Teachers' Approach to an Optional Educational Reform

Aaron Cohen, Lilach Caspary

Research output: Contribution to journalArticlepeer-review


Purpose: The purpose of this study was to examine how individual values and organizational commitment are related to teachers' participation in an optional change program in the Israeli educational system. Design/Methodology/Approach: Data were obtained from 214 Israeli teachers employed in 25 secular Jewish schools during a time when teachers had the option of joining a reform plan initiated by the government and one of several Israeli teachers' unions. Findings: The results, using analysis of variance and logistic regression, showed that teachers who joined the reform valued conservation more than those who did not. These teachers also scored higher on normative organizational commitment in comparison to teachers who did not join the reform. The logistic regression showed that organizational commitment had a stronger effect on participation in the reform than individual values. Implications: Little data exists on top-down change processes in organizations. Research on issues such as the one discussed here can help academics better understand such change processes, and can help practitioners and decision makers in planning and implementing large-scale change. Originality/Value: Few studies currently offer data on the relationship between values and commitment, on the one hand, and participation in a top-down change program on the other. Additionally, most studies of attitudes and values have examined them in a stable environment. This study examines how the two concepts are related to participation in change in a turbulent environment and can deepen our understanding of values and commitment.

Original languageEnglish
Pages (from-to)385-396
Number of pages12
JournalJournal of Business and Psychology
Issue number3
StatePublished - Sep 2011

Bibliographical note

Funding Information:
tracks: state, state-religious, Orthodox religious (Haredi), and Arab. Regular state schools offer a secular education with a minimum of religious content; most Israeli children attend such schools. State-religious schools, catering to youngsters from the Orthodox Jewish sector, offer intensive Jewish studies programs as well as secular studies. The Haredi schools operate independently but must adhere to a core curriculum determined by the Ministry of Education to receive funding (Education in Israel 2009). Schools in the Arab sector teach in Arabic and offer a curriculum that emphasizes Arab history, religion, and culture. This study focuses on the secular state educational system.


  • Individual values
  • Organizational commitment
  • Participation in a change

ASJC Scopus subject areas

  • Business and International Management
  • General Business, Management and Accounting
  • Applied Psychology
  • General Psychology


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