Understanding the Complexities of Educational Change Resistance amongst Academic Staffs

Adekola Kamil Lasisi; Fatimah Oreagba; Habibat Bolanle  Abdulkareem

doi:10.23887/ijerr.v7i1.73467

Authors

Adekola Kamil Lasisi Al-hikmah University Ilorin, Ilorin, Nigeria
Fatimah Oreagba Al-hikmah University Ilorin, Ilorin, Nigeria
Habibat Bolanle Abdulkareem Al-hikmah University Ilorin, Ilorin, Nigeria

DOI:

https://doi.org/10.23887/ijerr.v7i1.73467

Keywords:

Academic staffs, Educational Change, Resistance

Abstract

The resistance change in the educational system has been observed among school curriculum as a result of change of government. The research aimed to delve into the intricacies of resistance to educational change among primary school academic staffs. Qualitative approach design was adopted. Convenient sampling technique was used to select ten participants through utilizing an online survey interview method. The tool utilized for this investigation was the Educational Change Resistance Interview (ECRI). Thematic qualitative design was used to analyses the data collected. Analysis of the gathered data led to the identification of recurring themes. The findings underscored the nuanced and multifaceted nature of educational change, emphasizing the need for a comprehensive and context-specific comprehension of academic staffs' viewpoints, experiences, and the various influencing factors impacting their resistance or acceptance of change. Moreover, the study highlighted potential strategies to mitigate resistance to educational change, including aspects such as compensation, motivation, support and training, as well as effective communication and involvement strategies. In conclusion, this research offers valuable insights into the challenges and opportunities associated with educational change in primary schools, laying the groundwork for future efforts to foster a culture of resilience, collaboration, and innovation within the educational sector.

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