Resistances to Educational Change: Teachers’ Perceptions
Educational changes require a great effort on the part of the entire educational community and, above all, the active involvement of teachers. The aim of this article was to analyze the main resistances to change that predominate among teachers at different educational stages. Through a non-experime...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-05-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/5/359 |
| _version_ | 1797500288522780672 |
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| author | Lucía Lomba-Portela Sara Domínguez-Lloria Margarita Rosa Pino-Juste |
| author_facet | Lucía Lomba-Portela Sara Domínguez-Lloria Margarita Rosa Pino-Juste |
| author_sort | Lucía Lomba-Portela |
| collection | DOAJ |
| description | Educational changes require a great effort on the part of the entire educational community and, above all, the active involvement of teachers. The aim of this article was to analyze the main resistances to change that predominate among teachers at different educational stages. Through a non-experimental design, using an online questionnaire, teachers’ beliefs about factors influencing resistance to change were collected. The results indicate that the participants do not have great resistance to educational change and that legislative changes and the perception of teachers as having excessive functions are the most common aspects of resistance. There is greater resistance to change among men and in public schools and as the experience and age of the teaching staff increases. Based on the results, it is suggested that the educational center be placed as the unit of change, increasing the leadership of the director to carry out the changes suggested by the center itself, fostering teamwork among teachers, and institutionally supporting innovative initiatives that are evaluated or facilitating teacher training in relation to their teaching practice. |
| first_indexed | 2024-03-10T03:59:45Z |
| format | Article |
| id | doaj.art-38683652b8a346abbb5084f80e59e86d |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T03:59:45Z |
| publishDate | 2022-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-38683652b8a346abbb5084f80e59e86d2023-11-23T10:46:09ZengMDPI AGEducation Sciences2227-71022022-05-0112535910.3390/educsci12050359Resistances to Educational Change: Teachers’ PerceptionsLucía Lomba-Portela0Sara Domínguez-Lloria1Margarita Rosa Pino-Juste2Department of Didactics, School Organization and Research Methods, Universidade de Vigo, Campus da Xunqueira, 36005 Pontevedra, SpainDepartment of Special Didactics, Universidade de Vigo, Campus da Xunqueira, 36005 Pontevedra, SpainDepartment of Didactics, School Organization and Research Methods, Universidade de Vigo, Campus da Xunqueira, 36005 Pontevedra, SpainEducational changes require a great effort on the part of the entire educational community and, above all, the active involvement of teachers. The aim of this article was to analyze the main resistances to change that predominate among teachers at different educational stages. Through a non-experimental design, using an online questionnaire, teachers’ beliefs about factors influencing resistance to change were collected. The results indicate that the participants do not have great resistance to educational change and that legislative changes and the perception of teachers as having excessive functions are the most common aspects of resistance. There is greater resistance to change among men and in public schools and as the experience and age of the teaching staff increases. Based on the results, it is suggested that the educational center be placed as the unit of change, increasing the leadership of the director to carry out the changes suggested by the center itself, fostering teamwork among teachers, and institutionally supporting innovative initiatives that are evaluated or facilitating teacher training in relation to their teaching practice.https://www.mdpi.com/2227-7102/12/5/359educational innovationquestionnaireresistance to changeteachersteaching-learning processes |
| spellingShingle | Lucía Lomba-Portela Sara Domínguez-Lloria Margarita Rosa Pino-Juste Resistances to Educational Change: Teachers’ Perceptions Education Sciences educational innovation questionnaire resistance to change teachers teaching-learning processes |
| title | Resistances to Educational Change: Teachers’ Perceptions |
| title_full | Resistances to Educational Change: Teachers’ Perceptions |
| title_fullStr | Resistances to Educational Change: Teachers’ Perceptions |
| title_full_unstemmed | Resistances to Educational Change: Teachers’ Perceptions |
| title_short | Resistances to Educational Change: Teachers’ Perceptions |
| title_sort | resistances to educational change teachers perceptions |
| topic | educational innovation questionnaire resistance to change teachers teaching-learning processes |
| url | https://www.mdpi.com/2227-7102/12/5/359 |
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