Abstract

Educational change is a necessity required by today’s society that faces constant technological and social advances. Schools are regularly under pressure to change and improve teaching-learning processes which must be also innovative. However, many centers’ practices remain resistant to dealing with any kind of innovation. Teachers are the essential figure to start changes in schools. The beginning of a new process of change and improvement in the centers makes necessary a predisposition to confront and overcome difficulties which appear during this process. The aim of this study is to determine the obstacles that teachers have during the processes of change. A quantitative methodology has been used, using the scale of resistance to change (ERC) which defines what the convictions of teachers on the factors influencing this resistance are. Results of this project indicate plural variables that impede the processes of change: comfort in learning processes, several legislative changes, lack of material and continuous training courses, excessive bureaucracy, teaching self-assessment, or teamwork. The teachers did not show high resistance to change. However, men are more resistant. Furthermore, in the dimensions of leadership capability and formative, women show more resistance.