Empirical Research Of School Change About The Teachers’ Resistance

With the development of the research of school change theory, all the normalteachers at work, including backbone teachers, are coming into view. Teachers are themain part of the school change and the key of the school change. They can be not onlythe impetus of the school change, but also the opposition of it. As far as the result ofthe research is concerned, teachers are existed as a resistance. Most of the teachers,facing the school change, take a hidden-and-negative-noncooperation strategy, insteadof strong and obvious one. The reasons, which are various, includes those of macropolicy, society and teachers themselves.This thesis is about to study how the teachers of different ages, subjects andduties know about the school change, what their attitudes are and what solutions theyare going to take when the school change starts. This thesis is based on the research ofa junior school and the interview and communication with some teachers. By themeans of interview and observation, by noting the the way they speak, what they say,how they do it and their expressions, the reasons and background of their beingresistance can be deeply discussed.Combined with the results of the study before and this interview, this thesis isaimed to analyze the meaning behind education events,which are representative andreflected by teachers in teaching practice. Fundamental ways and methods, which aretargeted to reduce teachers’ resistance will be put forward. Reform of ideas should notbe separated from the original source of school reform. The interests of the teachersshould be fully protected and respected during the change. Teachers should be trainedto be the pilot of school change. The enthusiasm of young teachers should be fullymobilized in order to create the conditions and platform for them to involve in theschool change.