摘要：AbstractThe aim of this study is to determine the relationship between individual innovativeness and change readiness conditions of the students of Sakarya University Faculty of Education. In addition, students’ conditions of change readiness were analyzed according to gender, type of instruction, academic average and department in the study. Relational survey model was used as the research method. “Change Readiness Scale” developed by Kondakçı, Zaim and Çalışkan (2013) and having 12 items and 3 dimensions (change readiness in determination extent, change readiness in emotion and change readiness in cognitive extent); and “Individual Innovativeness Scale” adapted to Turkish by Kılıçer and Odabaşı (2010) were used as the data collecting tool in the study. The population comprised 4279 students studying at Sakarya University Faculty of Education in 2012-2013 academic year while the sample included 503 students determined through the method of determining simple random sampling used where number of individuals are known. The findings of the study are as follows:1.When examining individual innovativeness of pre-service teachers, it was found that 4,4% of them were innovator, 34,2% of them were early adaptors, 49,5% of them were early majority, 9,1% of them were late majority and 2,8% of them were laggards.2.There is a positive relationship at .70 between individual innovativeness and change readiness of pre-service teachers.3.The change readiness conditions of the students differentiate in terms of gender, academic average and department variables.4.The change readiness conditions of the students do not show a significant difference in terms of type of instruction variable.
