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Understanding Resistance to Change In Educational Settings

Stacy Bain

MIU CITY UNIVERSITY MIAMI

MEL510: Leadership and Change Management in Education (MEL)

Professor Roger Blair

October 15th 2023

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Change is a constant factor in education, and educational institutions must adapt to stay
up-to-date, as Lewin (1947) stated. However, resistance towards change is inevitable, as Fullan
(2001) noted that it is a natural human response when it comes to altering established practices
and routines. This paper aims to investigate the four primary reasons why there is resistance to
change in educational settings and how educators and administrators can tackle them.
Understanding these causes of resistance, as highlighted by Kotter (1996), is crucial to
accomplish successful change implementation (p. 67). Doing so can create a more supportive
environment for innovation and growth in educational institutions. Four leading causes of
resistance to change in educational settings are lack of understanding, lack of trust,
conservatism, and commitment to the present status.

Resistance to change is a common problem within educational institutions, often caused

by staff members' need for more understanding. When communication could be better,
employees may resist changes because they need to understand the need for them. They may
also feel unprepared to adapt to new processes, structures, or software implementations due
to a lack of onboarding, training, and support resources. For instance, if a school leader wants
to introduce a new teaching method, some teachers may resist it because they need to
understand how it works or how it will benefit their students, leading to inconsistent teaching
and learning outcomes. Additionally, if educators need to learn how to implement the new
curriculum or method, they may feel overwhelmed and resist it. To overcome resistance to
change due to a lack of understanding, leaders must comprehensively explain the change and
its benefits to those affected. As Fullan (2011) notes, influential change leaders can explain and
develop the necessary support for the change process. Opportunities for dialogue show that
educators can address their concerns and learn from successful case studies. By enhancing
understanding, teachers will see the value of the change and become more receptive to it.
Leaders should also emphasize the benefits of the change and how it supports student growth
and provide training sessions, workshops, or informational materials to help teachers develop
their skills. Finally, creating professional learning communities that encourage collaboration and
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empower educators to make positive changes in students' behaviors and learning is also
essential.

Trust can help progress and lead to resistance when change needs implementation. If
employees do not have confidence in the person behind the changes, it can result in turnover
and skepticism when challenges arise. Trust is essential for effective leadership in educational
institutions (Tschannen-Moran, 2009, p. 31). This is especially true if school leaders have a
history of implementing changes without considering teachers' perspectives, eroding trust and
leading to resistance to new changes. For instance, if a school leader introduces a new policy
without proper explanation or consultation with employees and has a track record of not
following through on promises, teachers may be hesitant to trust that the proposed change will
be successful. To overcome this, educational institutions can involve teachers and stakeholders
in the change process and communicate the vision clearly and consistently to all stakeholders.
Involving teachers in the planning and implementation of the change can also be helpful. As
Bryk & Schneider (2003, p. 34) note, "When trust is established in educational leadership,
stakeholders are more willing to take risks, collaborate, and engage in authentic
communication. “Employees who feel heard and valued are likelier to trust their leaders and
support the change. Therefore, building trust should be a priority for leaders when
implementing organizational changes.

According to scholars Taylor and Bogdan, conservatism is the preference for the existing
state of affairs and resistance to change. In educational institutions, this can manifest as a
reluctance to change the curriculum, teaching methods, or administrative procedures.
Resistance to change may stem from a desire to maintain the status quo or fear of the
unknown. The unknown can be terrifying since it creates uncertainty about the potential
outcomes of change. Similarly, the preference for the status quo may be due to a belief that the
current system works well, and that change could disrupt its effectiveness. While conservatism
can help maintain stability and continuity in educational institutions, it can also lead to
stagnation and hinder progress. Therefore, institutions must balance preserving valuable
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traditions with embracing new ideas and approaches that can improve the quality of education
and equip students with the necessary skills for the future. For instance, an institution may
refuse to introduce new technology in the classroom, such as online learning platforms or
virtual reality tools, because they fear it will disrupt traditional teaching methods and diminish
the role of teachers. However, to provide a well-rounded education, institutions must carefully
balance upholding valuable traditions and integrating innovative ideas and approaches that can
improve the quality of education. To overcome resistance to change due to fear, school leaders
can involve teachers in decision-making, provide evidence-based research to support the
change, and create a sense of urgency. By striking this balance, institutions can provide a
comprehensive education that prepares students to succeed in their future endeavors.

When individuals prioritize their interests over the interests of the organization, they
tend to resist any changes that may threaten their advantages, privileges, or gains. Personal
interests may include job security, financial stability, and power. This resistance is often driven
by the belief that the change may negatively impact their current position, power, or rewards
within the organization. According to a study published in the Journal of Change Management,
personal interest resistance to change is expected in organizations. This resistance can become
a significant barrier to successful change implementation. The research suggests that
individuals may resist change because they perceive it as threatening their current
organizational status, power, and authority. For instance, in a school setting, teachers may
resist a proposal to introduce a new grading system if they feel it will negatively affect their
current recognition or authority. One way to address personal interest resistance to change is
to communicate the benefits of the change to the individuals involved and how it aligns with
the organization's goals. This approach can help individuals see how the change can benefit
them in the long run and reduce their resistance to change.
For example, some teachers may resist the change if a leader decides to utilize a new
performance evaluation system that includes objectives that measure teaching effectiveness.
They may worry that their interests, such as job security or promotion prospects, could be
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jeopardized if their performance is assessed more rigorously and transparently. A study

published in the Journal of Organizational Change Management found that personal interest
resistance to change is often driven by the fear of losing control and autonomy over work
processes. The study suggests that involving employees in the change process and addressing
their concerns can help overcome resistance and facilitate the successful implementation of
change. To address personal interest resistance to change, it is crucial to communicate how the
change aligns with individual interests and long-term benefits. The strategy for leaders to
implement a new evaluation system includes emphasizing its fairness and objectivity, providing
training and support for teachers to adjust to new criteria, and highlighting the benefits of
professional development. Clear career progression pathways and opportunities for
advancement based on performance should be provided while addressing concerns and
misconceptions individually or through group discussions. Teachers who actively engage in the
change process should be recognized and rewarded, reinforcing that personal interests can be
aligned with organizational goals.

The successful implementation of change in educational environments demands

effective communication of the advantages and methodologies of the intended change, active
participation of all stakeholders, provisions for support and training of teachers, fostering of
trust and positive relationships among all parties, and preparedness to tackle any potential
challenges.
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References:

Fullan, M. (2001). Leading in a culture of change. John Wiley & Sons.

Kotter, J. P. (1996). Leading change. Harvard Business Press.

Fisher, R. M. (2005). Alternative Strings: The New Curriculum. Music Educators Journal.
https://doi.org/10.2307/3400133

Coffey, K. N. (2017). Contradictions and control: Michigan elementary teachers\u27 lived

experiences of legislated teacher evaluation.
https://core.ac.uk/download/524690449.pdf

Lewin, K. (1947). Frontiers in group dynamics: Concept, method and reality in social science;
social equilibria and social change. Human Relations, 1(1), 5–41.

Goff, L. A. (2015). Conceptions of Quality and Approaches to Quality Assurance in Ontario’s

Universities. https://core.ac.uk/download/62647691.pdf

Ndayi, V. (2018). A critical discourse analysis of Nelson Mandela University’s Facebook page: A
case of transformational communication. https://core.ac.uk/download/327307635.pdf

Gregory. (2023, April 18). Applying The Theory of Constraints To Minimize Resistance To
Change - Gregory Brickner. Gregory Brickner. https://www.gregorybrickner.com/toc-to-
minimize-resistance/
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