Salsabila R.K. Syaharani

Background. The rapid digital transformation in Indonesia’s education sector requires lecturers and teachers to demonstrate high levels of technological readiness. However, previous studies suggest that many educators remain insufficiently prepared to adapt to digital change, which may cause increased work stress, ineffective technology use, and reduced educational performance. Identifying factors that influence educators’ readiness for change is therefore essential for supporting successful digital transformation in educational institutions.

Objective. To examine the relationship between perceived organizational support and educators’ readiness for change and to investigate whether organizational identification mediates this relationship.

Design. A quantitative cross-sectional design was employed involving 322 lecturers and teachers from various educational institutions in Indonesia. Data were collected using the Readiness for Change Scale (Holt et al.), the Organizational Identification Scale (Mael & Ashforth), and the Perceived Organizational Support Scale (Eisenberger et al.). Relationships among the variables were examined using mediation analysis with bootstrapped confidence intervals.

Results. Perceived organizational support was positively associated with readiness for change and organizational identification. Organizational identification was also positively related to readiness for change. Mediation analysis indicated a significant but partial indirect effect of perceived organizational support on readiness for change through organizational identification, suggesting that organizational support influences readiness both directly and indirectly through identification.

Conclusion. The findings highlight the central role of perceived organizational support in enhancing educators’ readiness for digital transformation. While organizational identification contributes to this process, its mediating role appears secondary to the direct influence of organizational support. Strengthening supportive institutional practices may therefore facilitate educators’ adaptation to digital transformation.