Organizational change has been a constant challenge for Turkish educational system which affects all practices and processes at schools. According to Aksit (2007), curricular reform in both primary and secondary level schools is one of those changes which affect all elements of educational system dramatically. The curriculum change entails the transformation from the behaviorist, teacher-centered programs to be student-centered and constructivist and has started to be implemented nationwide in the 2005-2006 academic year.

Although these reform efforts in Turkish educational system initiated by Ministry of National Education (MoNE) seems wise at first glance, the questions concerning the reason of why Turkish educational system undergoes such fundamental changes and how these changes can be achieved at the desired levels need to be answered at the onset. Cayir (2009) discussed critically in his study that the major reason of fundamental curricular changes lies behind the European Union accession and resembling our national curriculum to the European Union countries. MoNE also utters that although national, historical and cultural values were used as the major fundamentals of curriculum development, educational norms of EU are also articulated to be involved in the new curriculum (Board of Education and Discipline, 2005). Hence, it is open to discussion whether developing a national curriculum by partly depending on the norms and educational disposition of the EU countries which have completely different culture and resources than that of Turkey. Therefore, how curricular changes can be achieved from the perspectives of practitioners and successfully integrated into the instruction are still controversial. In the light of this discussion, the purpose of this study is to investigate teachers’ perceptions regarding implementation of recent changes in educational organizations and the ways to improve the current interventions for the successful future changes. Therefore, the research question that guides this study is;

- What are the perceptions of teachers regarding the current change interventions initiated by MoNE and the ways to improve the organizational change processes for future changes?

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