Study of the Level of Overcoming Resistance to Innovative Activities in Members of the Teaching Staff of a General Education Organization

Abstract

The problem of overcoming resistance to innovation among teachers of general education organizations is studied in detail. The relevance of the topic is due to the need to implement modern educational technologies, which often face the unpreparedness of teaching staff for changes. The authors conduct a comprehensive analysis of psychological and professional barriers to innovation, taking into account the differences between young and experienced teachers. The results of the study revealed significant differences between the groups. Young teachers more often indicated such barriers as lack of professional experience, high academic workload and fear of negative results. At the same time, experienced teachers named high academic workload, lack of material incentives and lack of assistance from the administration as the main obstacles. For young teachers, professional abilities are the key resource, while experienced teachers are dominated by individual personal qualities. This indicates that young specialists focus on methodological training, and experienced ones - on psychological stability and reflection. The authors conclude that overcoming innovation barriers requires a differentiated approach. For young teachers, support in adaptation, reduction of the teaching load and development of motivation are important. For experienced teachers, material incentives and organizational support are key. The study emphasizes the need for systematic work to create conditions that facilitate the involvement of teachers in innovative activities, including psychological and pedagogical support, methodological assistance and motivational programs.