ERIC Number: ED234917
Record Type: RIE
Publication Date: 1983-Aug
Reference Count: 0
An Interactional Model for Resistance to Change in Educational Institutions.
Gjerde, Per F.
Although schools have served as a major target of both educational and mental-health oriented interventions, they have shown a marked tendency to assimilate innovative programs into existing patterns. This paper analyzes the sources and manifestations of resistance to change in schools and discusses the implications of such resistance for the implementation of innovative programs. Two main sources of resistance are addressed: (1) the school organization, including attributes of organization members and structural features of the school; and (2) the intervention program and stage of program implementation. Additionally, the discussion focuses on manifestations of resistance in an organizational context. An interactional model of resistance is advanced; this model posits interrelationships among stage of program implementation, manifestations of resistance, and sources of resistance. Several research implications are derived from the model. In conclusion, four issues that pertain to educational change are addressed: the positive functions of resistance, the inadequacy of a technological model of planned change, the necessity of considering the school's culture and history, and the importance of effecting structural alterations if lasting change is to be achieved. (RH)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Norwegian Research Council for Science and the Humanities.
Authoring Institution: N/A
Identifiers: Organizational Analysis; Organizational Behavior; Resistance to Change
Note: Paper presented at the Annual Meeting of the American Psychological Association (91st, Anaheim, CA, August 26-30, 1983). Document may not reproduce well.