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Resistance to change in educational institutions is also pegged to the fact that in schools, unlike in a business context, the inter-individual relations are more personal. The school is a friendlier setting and the students and teachers interact without competition and offense. The relationships in an organizational context are more formal and more focused on organizational goals. This difference makes it possible for a relative standardization in economic agents; but in schools, every decision or act is taken personally and feelings are currently involved. In other words, change implementation in schools is more complex as it needs to consider the feelings of the involved parties.
Another interesting aspect Evans reveals is given by the access of schools to resources. While economic agents generate their own profit which is then reinvested in change and improvement agendas, schools -- in their large majority -- do not reveal an ability to generate profits nor otherwise funds. Most schools are subsidized by the government and some receive...
Nevertheless, this does not constitute a reason to renounce the change, but emphasizes on the necessity of the school to implement change in order to meet the demands and expectations, and moreover, to do this within the resource limitations imposed.
Finally, just as in the organizational context -- but probably at a higher degree -- it is necessary to integrate all teachers and students, of all ages, religions, nationalities and so on, within the culture of the school and within the change process.
References:
Evans, R., Speeches retrieved from Tape 1 - http://media.shu.edu:8080/ramgen/shuworldwide/shu_robert_evans_pt1.rm Robert Evans - Tape 2 - http://media.shu.edu:8080/ramgen/shuworldwide/shu_robert_evans_pt2.rm
Holbeche, L., 2006, Understanding change: theory, implementation and success, Butterworth-Heinemann
Reeves, D.B., 2009, Leading Change in your school: how to conquer myths, build commitment and get results, ASCD
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