Most teachers resist change due to a fear of uncertainty, which results in an emotional reaction to finding a solution that is the least painful. Such reaction may spread and impact the school climate and creating a toxic school culture. Bohn (2014) states that most resistant teachers can develop into resilient teachers by using a situational leadership approach. A leader who uses a situational leadership approach is able to identify which type of leadership to use based on the knowledge they have of their teachers’ beliefs. Therefore, an effective leader would categorize teachers by the different types of resistance showcased by their actions.
Some teachers might be resistant to the administrators’ vision for the campus. From my personal experience when veteran teachers have been at a campus for a good number of years under the same administration, their resistance is evident due to a lack of trust on the new administrative team. This type of resistance can be changed by working closely with those teachers letting them know that they will be supported while they positively impact student learning.
Knowing the different types of behaviors and beliefs teachers possess allows instructional leaders to use different leadership approaches that foster a resilient learning community of teachers. As an instructional leader, I need to be skillful in getting to know each teacher on campus. Such information will provide a better insight on how to develop teachers and create a school culture in which teachers feel vulnerable to take risks and make change happen.
Bohn, J. (2014, February). Turning Resistant Teachers into Resilient Teachers. ASCD, 9(10)