Abstract
Purpose. This study examined resistance to change in teachers as they transition from the California Content Standards to the Common Core State Standards. This study sought to identify which of Harvey and Broyles's (2010) resistance factors cause the greatest, and least, resistance for teachers during this transition, and identify implementation practices that created willingness for teachers to participate in the transition. Methodology. This study used descriptive research, utilizing mixed methods, to gather data. Participants responded to a 20-question survey. Both a 5-point Likert scale and an open response question were used in the survey. Findings. The factors causing the highest resistance were: "ambiguity," "differential knowledge," and "extremes of organizational structure." The factors causing the lowest resistance were "boredom," "inertia," and "fear of failure." Additionally, five categories of implementation activities that created willingness to participate in the transition were identified: (a) involvement in a committee, (b) collaboration, (c) professional development, (d) self-reflection and independent research, (e) learning through creating a new product. Conclusions. Six conclusions were developed from the data analysis: (a) Communication of the change process is a key element for implementing a successful CCSS transition plan; (b) sharing knowledge, and allowing teachers to create their own knowledge is a key element for implementing a successful CCSS transition plan; (c) a focused administrative effort to control stratification, centralization, and formalization of the organization is a key element for implementing a successful CCSS transition plan; (d) as it applies to CCSS, teachers have not lost the joy to work and are willing to make changes to implement a successful CCSS transition plan; (e) active participation in the change process is a key element for implementing a successful CCSS transition plan; (f) strategic planning of professional development by school administrators is a key element for implementing a successful CCSS transition plan. Recommendations: By creating opportunities for dialogue and CCSS training, administrators can effectively lower the levels of ambiguity and differential knowledge regarding the change. These activities will allow teachers to visualize the change process, leading to increased feelings of buy-in and trust for the process.