Instructional leaders often find themselves perplexed and frustrated at making change happen in their learning communities to move schools forward. Most teachers take a change in different ways depending on three main factors (Hunzicker, 2004, p. 45). A lack of motivation, which can be rooted in teachers past negative experiences, prevents educators from generating actions that lead to paths different from what they have always taken. From my experience, when there is a lack of motivation, teachers need to reassess why they became educators in the first place. Having a clear purpose allows individuals to be in a constant cycle of change to improve their craft.
Another factor that allows most educators to resist change is low levels of knowledge, experience
Moral development impacts teachers’ ability to change (Hunzicker, 2004, p. 45). Instructional leaders need to be aware of the gradual process individuals go through when leading them through change. Although behaviors such as self-centeredness and selfishness are evident in the process of adapting to change, principals need to be cognizant of the efforts made by individuals to help them throughout such an arduous process. The last three possible causes of resistance to change can be tackled by providing professional development that is purposeful and strategic considering the profile of each of the teachers who are part of the learning community. I had the misconception that all teachers were capable of adapting to change in a timely manner. Not understanding that different factors prevented some of my previous colleagues to move forward makes me reflect upon how supportive I was with them throughout this process. Knowing the different stages that human beings experience to achieve permanent change provides a better understanding of how to what to consider when providing professional development. A
Hunzicker, J. (2004, December). The Beliefs-Behavior Connection: Leading Teachers Toward Change. National Association of Elementary School Principals, 84(2), 44-46.