Exploring Elementary School Principals’ Experiences in Confronting Resistance to Educational Change (Case Study: Sardasht County)
Keywords:
Educational environment, resistance to change, change management, school principals, elementary education, phenomenologyAbstract
Purpose: The present study aimed to explore and interpret the lived experiences of elementary school principals in Sardasht County regarding resistance to educational change and to identify its underlying factors, barriers, and managerial strategies.
Methodology: This qualitative study employed a phenomenological approach. Participants consisted of 10 elementary school principals selected through purposive sampling until theoretical saturation was achieved. Data were collected via semi-structured interviews. Interview validity was confirmed by the academic supervisor, and reliability was ensured through the use of a standardized interview framework applied consistently across interviews. Data analysis was conducted using Smith et al.’s interpretative phenomenological analysis method, and themes were extracted at three levels: theme, theme label, and theme cluster.
Findings: Findings revealed that resistance to change manifests at five interconnected levels: individual, organizational, group-based, managerial, and change-type related. At the individual level, resistance stemmed from cognitive–psychological factors, entrenched habits and beliefs, and perceived lack of resources and competencies. Organizational resistance was linked to bureaucratic structures, resistant school culture, and limited financial and instructional resources. Group resistance emerged through internal dynamics, preservation of collective identity and power, shared beliefs and interests, and ineffective managerial communication. Managerial resistance was reflected in conservative leadership attitudes, weak planning and implementation, insufficient professional development, and external systemic pressures. Resistance also varied according to the type of change, including methodological, structural, and environmental changes. Finally, three major strategic categories were identified: communicative–participatory strategies, supportive–empowerment strategies, and motivational–monitoring strategies.
Conclusion: Resistance to change in elementary schools is a multidimensional and multilayered phenomenon rooted in personal, structural, cultural, and managerial factors, and its effective management requires participatory leadership, institutional support, and gradual implementation of educational reforms.
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