Change? Who Me?

Most of us are pretty positive about change until somebody suggests that we're the ones who need to change. Teachers are classic examples. They become frustrated when students aren't receptive to learning. Yet it's well documented that teachers often resist instructional innovations, new technology, and fresh ways to work with their colleagues.

If your attempts to collaborate with teachers are being snubbed, it's helpful to understand why. Here then is a research-based look at the reasons individuals most often resist change:

We create our own universes and defend them. Our current perceptions of schools and educators developed long ago, when we ourselves were schoolchildren. Introducing new ways to perceive things or better ways to do what we've always done make us uncomfortable. Most teachers in their 40s or 50s, for example, were never taught about the instructional role of the school librarian. Consequently, many teachers have a difficult time thinking of the library media specialist as an instructional partner.

People are creatures of habit. Once teachers grow accustomed to a particular teaching style or a way of relating to their students and colleagues, it's often tough to consider alternative approaches. Change forces us to step away from familiar work worlds into ones that are less predictable.

Innovations threaten our feelings of professional security. We are often threatened by changes in how programs are structured, jobs are performed, and evaluations are conducted. We resist new behaviors and relationships because we're scared we don't possess the skills necessary to succeed. Worse yet, committing to new programs and relationships may carry an implicit admission that the old ways were wrong. As a result, we often feel compelled to defend the status quo.

We have a need to feel in control. Research shows that we are more fulfilled at work when we believe our actions significantly affect others. Teachers have traditionally been masters of their own educational domains. Sharing their classrooms with another teaching professional may diminish that sense of control.

We resist change when we think it will lessen our professional status or others' perceptions of our competency. Traditionally, teachers serve as a source of knowledge for others. Few instructors are willing to put themselves in a situation where someone else appears to know more than they do.

When our needs are being met, there's little incentive to grow. Research shows that adults derive a variety of psychological satisfactions from work—achievement, autonomy, status, recognition, and respect. So why bother to change unless those needs are suddenly no longer being met—or an innovation promises a substantial increase in your level of satisfaction?

We resist change because of who else is involved. School librarians' and classroom teachers' roles have traditionally been so different that a shared sense of experience and understanding is rare. For many teachers, the thought of taking any kind of instructional direction from a library media specialist is unacceptable. Also, if teachers have experienced conflicts, miscommunication, or other negative experiences with previous school librarians, teachers may be resistant to working with library media specialists.

As you can see, whenever librarians propose innovations or changes, they're likely to encounter resistance. Next month, we'll look at some strategies that you can use to get around those inevitable roadblocks.