IMPACT OF INTENTIONAL CHANGE THEORY AND INTRINSIC MOTIVATION ON AGILE TEACHERS

• Published in: EPRA International Journal of Economic and Business Review 2021-02, p.10-22
• Main Authors: Mrs. P. Naga Usha Sree, Dr.V.Tulasi Das
• Format: Article
• Language: English
• ISSN: 2349-0187; 2347-9671
• DOI: 10.36713/epra6021

Higher educational institutions are in constant need of developing new operational strategies to prepare students to be responsive to ongoing demands from different avenues. Agility is most needed in educational institutions who prepare the future talent. Agility is all about maintaining a balance between learning, people and change. Students who experience agile learning environment can easily understand the importance of being relevant to any kind of change including pandemics. Teacher’s agility is the key ingredient to the successful accomplishment of this goal. With this intention this article focuses on to explore to understand the role of individual in transforming teacher to agile teacher. In this systematic attempt the insight of Intentional Change Theory (ICT) has been discussed in developing agility. It also attempts to bring forth the inspiration and impact of individual level desired change to organizational level, especially in Universities. A total of 525 teachers as sample respondents in the study from the select universities of Telangana State. The impact of adoption of five discoveries or stages of ICT on the development of the attributes of agility at workplace has been observed and analyzed through regression. The study also attempted to understand how intrinsic motivation of individual moderates the association of ICT and teachers agility. The outcome model of the study contributes to every teacher seeking to explore and understand or facilitate the sustainable change with the advancement of agility. KEYWORDS: Teacher’s Agility, Intentional Change, Intrinsic Motivation, Talents, Operational Strategies.