Thirteenth International Conference on Interdisciplinary Social Sciences

Abstract

Educational change is a necessity in light of ongoing technological advances. Schools are regularly under pressure to change and improve teaching-learning processes which must be innovative. However, many practices persist. Teachers are the essential figures to initiate changes in schools. The beginning of a new process of change and improvement requires a predisposition to confront and overcome difficulties which appear. The aim of this study is to determine the obstacles that schools face during change. A quantitative methodology is used. The scale of resistance to change (ERC) identifies the experience of teachers. Results of this project indicate multiple variables that impede change including legislative challenges, lack of material, excessive bureaucracy, the total number of students per classroom, and students´ preparation for standardized tests. Teachers also describe how difficulties are easier to manage if all members of the educational community are involved.