Abstract
Purpose. The purpose of this study was to determine which of Harvey and Broyles's (2010) resistance factors were most closely related to mathematics teachers' resistance to instructional change to align with the Common Core State Standards (CCSS). This study also sought to determine those positive factors of the CCSS that contribute to a willingness for high school mathematics teachers to change instructional practices to align with the CCSS. Methodology. This study utilized mixed-methods research. Quantitative data were gathered and analyzed from an electronic survey of 172 mathematics teachers in the Kern High School District (KHSD) in Bakersfield, California, and the Antelope Valley Union High School District (AVUHSD) in Lancaster, California. Qualitative data were gathered and analyzed through interviews of 25 mathematics teachers in these two districts. Findings. Examination of the quantitative and qualitative data from the two high school districts indicated 5 major findings: (a) mathematics teachers do not indicate an overall resistance to change instructional practices to align with the CCSS, (b) there is greater agreement among high school teachers on factors that do not produce resistance that those which do, (c) effective communication produces teacher resistance, (d) teachers recognize that instructional alignment with the CCSS will benefit teachers, and that (e) it will also benefit students. Conclusions. With proper communication on the part of the leaders, mathematics teachers indicate an overall willingness to change instructional practices to align with the CCSS. Implications for Action. Further research is recommended to determine if the study's findings can be replicated in other settings, and to determine if the resistance to change differs among instructional disciplines.