Riasat, Lubna2018-07-312018-07-312018https://escholar.umt.edu.pk/handle/123456789/3047Supervised by: Dr. Seema ArifThe study is aimed at exploring the “Teachers’ Resistance towards Change in Punjab Public Schools: Implications for School Effectiveness”. Teachers’ resistance to change has become a perennial phenomenon which educational sector had to deal with because without the active involvement and commitment of teachers, change and reform policies are prone to failure. The urge to explore the reasons behind teachers’ resistance towards any change and need to modify some policies to minimize this factor, motivated the researcher to conduct this research. It will illuminate the reasons regarding some common barriers to change. Quantitative research design has been used to conduct the study. In simple random sampling 28 public schools of tehsil Model Town district of Lahore were taken as sample of the study. The tool used for the study was self-developed questionnaire, consisted of 36 questions, the content validity of which was determined through experts; it was further categorized into eight factors, analyzed through advanced inferential statistics. The research has concluded that doubts and fears of teachers about change and principals’ role in managing these doubts and fears is critical in managing resistance and negative attitude towards change. The role of school principal and management’s implementation strategy have strong link with positive attitude of teacher towards adapting for change. This indicates that there might be a need to review the recruitment policy for principals to select people with the right attitude and for the school management job. Leaders should carefully manage the time and pace at which the change is introduced rather than introducing abrupt and sporadic changes which do not allow adequate time to prepare teachers for change.enChange, Resistance, Management preparednessChange LeadershipM.PhilBook