The main purpose of this book is to contribute to the evolving dialogue about the importance of readiness among recipients regarding the implementation of changes. More specifically, it aims to highlight the significance of teacher participation in the processes of shaping changes and, primarily, in their successful implementation.

To increase, especially, the visibility of the initial stages of every reform effort, in relation to the cognitive, emotional, and behavioral aspects of the recipients, which are often overlooked or their importance is downplayed during the planning of educational policies.

Moreover, this book seeks to serve as a comprehensive reference for teachers' beliefs, as primary material, and possibly to act as a starting point or to make a significant contribution to the creation of a specialized tool for measuring the degree of readiness for change.