Perceived Organizational Support and Readiness for Change Among Educators: The Role of Organizational Identification

Matulessy, A. University 17 Agustus 1945 Surabaya, Indonesia

Syaharani, S.R.K. University 17 Agustus 1945 Surabaya, Indonesia

Wahid, S. University 17 Agustus 1945 Surabaya, Indonesia

Introduction

The rapid expansion of the global digital economy has increased the demand for workers equipped with digital competencies. In Indonesia alone, it is estimated that approximately 9 million workers with digital skills will be required to support the country’s participation in the global digital economy (Jatmika & Dea, 2023). Educational institutions play a critical role in preparing such a workforce, as they function as key intermediaries in developing human capital capable of adapting to technological advancement. As Rifazka (2024) note, educational institutions are strategically positioned to facilitate technological development by integrating digital learning platforms, digital entrepreneurship programs, and training in emerging technologies into their curricula. Achieving these goals requires not only modern infrastructure and updated curricula, but also educators who possess the competencies and adaptability necessary to respond to rapid technological change (Mediana, 2023).

Despite these expectations, many educators still face challenges in adapting to digital transformation. Data from the Indonesian Central Bureau of Statistics (Badan Pusat Statistik (BPS) - Statistics Indonesia, 2023) indicate that only 20.52% of the workforce demonstrates an adequate understanding of information and communication technology. Similarly, a survey conducted across 19 universities revealed that many educators lack both the willingness and the capability to adopt new technological tools (Rifazka, 2024). The Provincial Government of South Sulawesi (2024) reported that more than half of the teachers in a sample of 180 educators in Makassar experienced difficulties using digital applications in schools. Comparable findings were reported by Sari (2023), who observed low levels of readiness to implement e-learning platforms among teachers. Rini et al. (2025) found that more than half of Generation X employees reported only moderate preparedness for digital transformation. Together, these findings highlight substantial challenges faced by Indonesian educators in adapting to ongoing technological change.

The consequences of insufficient readiness for change can affect both individuals and organizations. Digital transformation often generates uncertainty and anxiety among employees. For example, a survey conducted by the ADP Research Institute (2024) found that 28% of respondents reported anxiety related to the development of artificial intelligence, while 59% expressed concern about the pace of technological change. Such concerns may increase workplace stress and negatively influence employee performance (ADP Research Institute, 2024). In organizational contexts, improper use of digital systems may also lead to operational risks, including inaccurate data management and cybersecurity vulnerabilities (Chui, 2023). At the individual level, lack of readiness for change has been associated with reduced performance outcomes such as lower academic achievement and decreased engagement (Kim et al., 2011). These challenges emphasize the importance of understanding factors that promote readiness for change within Indonesian educational institutions undergoing digital transformation.

Readiness for change refers to an individual’s cognitive and emotional inclination to accept, support, and participate in organizational change initiatives (Holt et al., 2007). In the context of digital transformation, readiness involves recognizing the need for change, believing in one’s capability to adapt, and being willing to modify established work practices (Nguyen & Broekhuizen, 2022). Previous research suggests that readiness for change is influenced by both organizational and psychological factors.

One important organizational factor is perceived organizational support (POS). POS reflects employees’ beliefs that their organization values their contributions and cares about their well-being (Eisenberger et al., 1986). When employees perceive strong organizational support, they are more likely to develop positive attitudes toward organizational initiatives, including technological change. Organizational support may be expressed through training opportunities, clear communication, managerial encouragement, and policies that facilitate adaptation to new technologies (Arnéguy et al., 2018; Gigliotti et al., 2019). Such forms of support can strengthen employees’ confidence and willingness to engage in change-related behaviors.

In addition to external organizational factors, internal psychological mechanisms also play a critical role in shaping employees’ responses to change. One such mechanism is organizational identification (OI). Organizational identification refers to the degree to which individuals perceive a sense of belonging and psychological attachment to their organization (Mael & Ashforth, 1992). Employees who strongly identify with their organization tend to internalize organizational goals and values, making them more likely to support organizational initiatives and adapt to change. Previous research indicates that perceived organizational support is positively associated with organizational identification (Shen et al., 2014; He et al., 2014), and employees who identify strongly with their organization often demonstrate greater openness to organizational change (van den Heuvel et al., 2015).

Despite these theoretical connections, empirical research examining the mediating role of organizational identification in the relationship between perceived organizational support and readiness for change remains limited, particularly within the context of digital transformation in the Indonesian education sector. Understanding how organizational support and psychological identification jointly influence readiness for change is therefore important for developing strategies that facilitate successful digital transformation in educational institutions.

Based on these theoretical considerations, this study investigates the relationship between perceived organizational support and readiness for change among educators, with organizational identification examined as a potential mediating mechanism. Specifically, the study aims to explore how external organizational support and internal psychological attachment interact to influence educators’ readiness to adapt to digital transformation.

Accordingly, the following hypotheses are proposed:

Hp1: Perceived organizational support is positively associated with organizational identification among educators.

Hp2: Organizational identification is positively associated with readiness for change.

Hp3: Perceived organizational support is positively associated with readiness for change.

Hp4: Organizational identification mediates the relationship between perceived organizational support and readiness for change.

Methods

Research Design

This study employed a quantitative, cross-sectional correlational design to examine the relationships among perceived organizational support (POS), organizational identification (OI), and readiness for change (RFC) among educators in Indonesia. The study aimed to investigate whether organizational identification mediates the relationship between perceived organizational support and readiness for change. Because the design was correlational, no causal inferences were made; rather, the analysis focused on examining statistical associations among the study variables.

Participants and Procedure

A total of 362 educators participated in the study. The sample included lecturers from higher education institutions as well as teachers from primary and secondary schools across Indonesia. Participants were recruited using purposive sampling through professional educator networks, institutional mailing lists, and online educator communities. Participation was voluntary and anonymous. All respondents provided informed consent prior to completing the questionnaire.

To ensure the relevance of the study context, participants were first screened using a preliminary question. The inclusion criteria were: (a) currently employed as a lecturer or teacher in Indonesia, (b) having experienced an organizational change within the last two years, and (c) voluntary agreement to participate in the study. Exclusion criteria included non-teaching staff and educators who had not experienced recent organizational change. 

Participants provided demographic information including gender, generation cohort by indication of the year of birth.

Measures

All variables were measured using self-report questionnaires administered through an online survey platform. Responses were recorded using Likert-type scales.

Readiness for Change

Readiness for change was measured using the Readiness for Change Scale developed by Holt et al. (2007) and later adapted for educational contexts by Erlyani et al. (2023). The adapted instrument contains 25 items assessing employees’ cognitive and emotional readiness to support organizational change initiatives. Previous research reported high reliability for the scale (α = .965). In the present study, the scale also demonstrated strong internal consistency (α = .85, 95% CI [.83, .87]; ω = .86; 95% CI [.84, .88]). A sample item is: “There are several important factors that justify the institution’s decision to implement governance changes.”

Organizational Identification

Organizational identification was measured using the scale developed by Johnson and Ashforth (2008). The instrument assesses the degree to which individuals perceive a sense of belonging and psychological attachment to their organization. The Indonesian adaptation previously demonstrated acceptable reliability (α = .716). In the present study, reliability was re-examined showing modest internal consistency (α = .60, 95% CI [.53, .66]; ω = .58; 95% CI [.52, .64]). A sample item is: “I would feel ashamed if there were negative media reports criticizing my organization.”

Perceived Organizational Support

Perceived organizational support was measured using an adapted scale based on the framework proposed by Rhoades and Eisenberger (2002) and operationalized by Siby (2023). The scale measures employees’ perceptions of the extent to which their organization values their contributions and cares about their well-being. The instrument contains 23 items and demonstrated excellent reliability in prior (α = .935), and in current research (α = .84, 95% CI [.82, .86]; ω = .81; 95% CI [.78, .83]). A sample item is: “Every decision made in my organization reflects collective agreement and consideration of employees’ perspectives”.

Data Analysis

Data were analyzed using JASP 0.96. The analysis followed several stages.

1. Preliminary data screening was conducted to examine missing values, outliers, and descriptive statistics. Means, standard deviations, and Pearson correlations were calculated for all study variables. 

2. Reliability analyses were performed to evaluate the internal consistency of each measurement scale using Cronbach’s α and McDonald’s ω coefficients with confidence intervals 95%.

3. Correlation and regression analyses were conducted to examine the relationships among the study variables.

4. Mediation analysis was conducted to examine whether organizational identification (OI) mediates the relationship between perceived organizational support (POS) and readiness for change (RFC). The mediation model was estimated using maximum likelihood estimation, and the significance of the indirect effect was evaluated using bootstrapping with 5,000 resamples and bias-corrected confidence intervals.

5. Additional supplementary analyses were conducted to explore whether the relationships among perceived organizational support, organizational identification, and readiness for change differed across demographic groups (gender and generational cohorts: Generation X (born 1965–1980), Millennials (born 1981–1996), Generation Z (born 1997 onward) (Dimock, 2019)).

Results

Sample Characteristics

The final sample consisted of 322 educators. Participants represented three generational cohorts: Generation X (n = 89), Millennials (n = 176), and Generation Z (n = 57). The gender distribution included 191 females and 131 males. A chi-square test indicated that gender distribution did not significantly differ across generations, χ²(2) = 2.03, p = .362.

Table 1 presents the distribution of gender across generational groups.

Table 1 

Gender Distribution Across Generational Cohorts

Generation	Female	Male	Total
Gen Z	38	19	57
Millennials	99	77	176
Gen X	54	35	89
Total	191	131	322

Descriptive Statistics and Correlations

Descriptive statistics for readiness for change (RFC), perceived organizational support (POS), and organizational identification (OI) are presented in Table 2. Overall, participants reported relatively high levels of readiness for change and perceived organizational support.

Table 2

Descriptive Statistics

Variable	Mean	SD	Min	Max
RFC	124.50	15.16	88	158
POS	131.00	10.83	99	153
OI	31.15	4.69	16	40

Pearson correlation analysis indicated significant positive associations among all variables. Perceived organizational support was moderately correlated with readiness for change (r = .435, p < .001) and organizational identification (r = .399, p < .001). Organizational identification also demonstrated a significant but weaker association with readiness for change (r = .276, p < .001).

Table 3

Correlation Matrix

Variable	1	2	3
1. RFC	—
2. OI	.276***	—
3. POS	.435***	.399***	—

Note. *** - p < .001

These correlations indicate meaningful relationships among the constructs while remaining below levels that would indicate construct overlap.

Mediation Analysis

Initial regression analysis indicated that perceived organizational support significantly predicted readiness for change (β = .43, p < .001), explaining 19% of the variance. Organizational support also significantly predicted organizational identification (β = .39, p < .001). When both predictors were entered simultaneously, the model explained 20.1% of the variance in readiness for change. Both perceived organizational support (β = .386, p < .001) and organizational identification (β = .122, p = .026) were significant predictors. The reduction in the POS coefficient suggests partial mediation. To confirm, this mediation was tested with bootstrapping.

Results indicated that perceived organizational support significantly predicted organizational identification (β = .172, SE = .022, p < .001). Organizational identification also significantly predicted readiness for change (β = .396, SE = .176, p = .024). Perceived organizational support had a strong direct effect on readiness for change (β = .540, SE = .076, p < .001).

The bootstrapped indirect effect of perceived organizational support on readiness for change through organizational identification was significant (indirect effect = .068, SE = .032, 95% CI [.010, .140]). Because the direct effect remained significant after including the mediator, the results indicate partial mediation.

Table 4

Path Coefficients of the Mediation Model

Path	Estimate	SE	p
POS → OI	.172	.022	< .001
OI → RFC	.396	.176	.024
POS → RFC	.540	.076	< .001

Table 5 

Bootstrapped Indirect Effect

Path	Estimate	SE	95% CI
POS → OI → RFC	.068	.032	[ .010, .140]

These results indicate that perceived organizational support influences readiness for change both directly and indirectly through organizational identification.

Gender Differences in the Mediation Model

To explore whether the mediation mechanism differed across genders, separate mediation analyses were conducted for male and female participants.

For male respondents, perceived organizational support significantly predicted readiness for change (β = .468, p < .001) and organizational identification (β = .170, p < .001). However, organizational identification did not significantly predict readiness for change (β = .379, p = .203). The indirect effect was not significant (indirect effect = .064, 95% CI [- .030, .177]).

For female respondents, perceived organizational support significantly predicted readiness for change (β = .591, p < .001) and organizational identification (β = .179, p < .001). Organizational identification showed a marginal association with readiness for change (β = .450, p = .060). The indirect effect approached significance but did not reach the conventional threshold (indirect effect = .081, 95% CI [- .00018, .182]).

Overall, these results suggest that while perceived organizational support strongly predicts readiness for change for both genders, the mediating role of organizational identification is not statistically robust when gender groups are analyzed separately.

Generation Differences in the Mediation Model

Separate mediation analyses were conducted for three generational cohorts to examine whether the proposed relationships differed across age groups.

For Generation X, perceived organizational support significantly predicted readiness for change (β = .501, p = .001) and organizational identification (β = .181, p < .001). Organizational identification showed a marginal association with readiness for change (β = .709, p = .050). The indirect effect approached significance (indirect effect = .128, p = .068).

Among Millennials, perceived organizational support strongly predicted readiness for change (β = .635, p < .001) and organizational identification (β = .152, p < .001). However, organizational identification did not significantly predict readiness for change (β = .186, p = .422), and the indirect effect was not significant (indirect effect = .028, p = .415).

For Generation Z, perceived organizational support significantly predicted organizational identification (β = .226, p < .001), but neither the direct effect on readiness for change (β = .243, p = .395) nor the indirect effect through organizational identification (indirect effect = .125, p = .215) reached statistical significance.

Overall, these findings indicate that perceived organizational support is a stronger predictor of readiness for change among older generational cohorts, whereas the mediating role of organizational identification appears weak and inconsistent across generations.

Discussion

This study examined the relationships among perceived organizational support (POS), organizational identification (OI), and readiness for change (RFC) among lecturers and teachers undergoing digital transformation. The findings indicate that perceived organizational support is the most consistent predictor of readiness for change. Organizational identification also contributes to readiness for change, although its role appears to be weaker and less stable than the direct effect of organizational support.

First, the results demonstrate that perceived organizational support is positively associated with readiness for change. Educators who perceive that their institutions provide meaningful support—such as training opportunities, resources for digital learning, and managerial encouragement—are more likely to feel confident in their ability to adapt to technological change. This finding is consistent with prior research suggesting that supportive organizational environments enhance employees’ readiness to engage with organizational change initiatives (Armenakis & Bedeian, 1999; Holt et al., 2007). In educational settings, institutional support may be particularly important because digital transformation often requires educators to modify long-established teaching practices and acquire new technological competencies. When institutions provide adequate support, these transitions become more manageable and less psychologically threatening.

Second, the results indicate that organizational identification is positively related to readiness for change, although the strength of this relationship is modest. Organizational identification reflects the extent to which employees perceive a sense of belonging and psychological attachment to their organization (Ashforth & Mael, 1989). According to social identity theory, individuals who identify strongly with their organization are more likely to internalize its goals and values (Dutton et al., 1994). As Kelman (1958) explained, identification is a higher level at which individuals adhere to the culture and norms of an organization based on attractiveness. In the context of educational institutions, educators who identify with their institution may feel a stronger commitment to institutional development, which can increase their willingness to support change initiatives such as digital transformation.

The mediation analysis further suggests that organizational identification partially mediates the relationship between perceived organizational support and readiness for change. This indicates that organizational support influences readiness for change both directly and indirectly through its effect on employees’ psychological attachment to the organization. These findings are consistent with organizational support theory, which proposes that supportive treatment from an organization fosters positive employee attitudes and strengthens identification with organizational values (Edwards & Peccei, 2010; Eisenberger et al., 1986). However, the partial nature of the mediation suggests that organizational identification is not the sole mechanism through which organizational support promotes readiness for change.

Importantly, supplementary analyses across gender and generational cohorts suggest that the mediating role of organizational identification is not entirely stable across demographic groups. While perceived organizational support consistently predicted readiness for change across groups, the relationship between organizational identification and readiness for change was weaker and, in some cases, not statistically significant when analyzed separately by gender or generation. These exploratory findings indicate that organizational support may play a more fundamental role in shaping educators’ readiness for change than psychological identification alone.

One possible explanation for this pattern lies in the professional nature of academic work. Lecturers and teachers often possess strong intrinsic motivation related to teaching, student development, and knowledge dissemination (Kusumawati, 2024). As a result, their willingness to adopt digital technologies may be influenced not only by their identification with the institution, but also by the perceived usefulness of digital tools for improving educational outcomes. When institutions provide adequate training, technological infrastructure, and supportive leadership, educators may feel prepared to adapt to change even if their level of organizational identification is moderate (Wang et al., 2023).

Another possible explanation relates to the practical challenges associated with digital transformation in education. For many educators, adapting to digital learning platforms and emerging technologies requires significant time and effort. Under such circumstances, tangible organizational support, such as technical assistance, professional development programs, and clear communication about change initiatives, may have a stronger impact on readiness for change than psychological identification alone. These findings support the research by Mursalim et al. (2023), which explains that perceived organizational support influences an individual’s readiness for change. This highlights the importance of institutional investment in support systems that facilitate technological adaptation.

Overall, the findings suggest that perceived organizational support plays a central role in preparing educators for digital transformation. Organizational identification contributes to this process but appears to function as a complementary rather than dominant mechanism. These results emphasize the importance of supportive organizational environments that provide educators with the resources, training, and encouragement necessary to navigate technological change effectively.

Conclusion

This study examined how perceived organizational support and organizational identification relate to readiness for change among educators in Indonesia facing digital transformation. The findings indicate that perceived organizational support is a strong predictor of readiness for change, both directly and indirectly through organizational identification. Although organizational identification contributes to readiness for change, its mediating role appears to be relatively modest compared with the direct influence of organizational support.

These findings highlight the importance of supportive institutional environments in facilitating successful digital transformation within educational institutions. When educators perceive that their organizations value their contributions and provide adequate resources for adapting to new technologies, they are more likely to feel confident and prepared to embrace change. Organizational identification may strengthen this process by fostering psychological attachment and alignment with institutional goals, although its role appears to be secondary to the direct impact of organizational support.

From a practical perspective, the results suggest that educational institutions seeking to implement digital transformation initiatives should prioritize the development of supportive organizational practices. These may include providing accessible training programs, investing in technological infrastructure, offering mentoring or peer-support systems, and maintaining open communication about the goals and benefits of digital change. By creating a supportive environment, institutions can enhance educators’ readiness to engage with new technologies and adapt to evolving educational demands.

Limitations and Future Research

Several limitations of this study should be acknowledged. 

First, the cross-sectional design limits the ability to draw causal conclusions about the relationships among perceived organizational support, organizational identification, and readiness for change. Longitudinal research could provide a more comprehensive understanding of how these relationships evolve over time, particularly as educational institutions continue to adapt to technological advancements.

Second is the modest internal consistency of the Organizational Identification Scale (α = .60; ω = .58). Lower reliability may attenuate the observed relationships among variables and potentially underestimate the association between organizational identification and readiness for change; therefore, future research should consider using alternative or expanded measures to improve measurement precision.

Third, the study relied on self-reported data, which may introduce common method bias. Future studies could incorporate multiple data sources, such as supervisor evaluations or objective indicators of technology adoption, to strengthen the validity of the findings.

Fourth, the sample consisted exclusively of lecturers and teachers within the Indonesian education sector. Future research could examine similar models in different industries or educational systems to assess the broader applicability of the results.

Finally, the study focused primarily on organizational and psychological factors. Other individual-level variables, such as digital self-efficacy, prior experience with technological change, or personal attitudes toward innovation, may also influence readiness for change and could be examined in future research. 

Ethics Statement

The study followed the ethical guidelines of the Departmental Ethical Research Committee and was approved by the Research Ethics Committee of the Faculty of Psychology of the Universitas 17 Agustus 1945 Surabaya (approval No. 3999.1/K/F.Psi/XII/2024). The research was conducted following the highest ethical standards to ensure the informed consent, safety, wellbeing, and rights of all the participants involved.

Author Contributions

Andik Matulessy and S.R.K. Syaharani conceptualized the research framework and designed the study. Andik Matulessy, Sulhan Wahid, and S.R.K. Syaharani conducted data analysis and interpretation. Andik Matulessy supervised the study, reviewed the results, and contributed to the final manuscript. All authors participated in drafting and revising the manuscript.

Conflicts of Interest

The authors declare no conflicts of interest.

Acknowledgements

The authors express gratitude to the participating educators and institutional authorities for their support in this study.

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