Self-Efficacy Related to Work and Transformative Leadership of School Principals - Dispositional Resistance to Change

Oct 15, 2026

Study on school principals’ workplace-related self-efficacy, transformative leadership, and dispositional resistance to change. Data from 126 respondents used three measurement scales: principals’ self-efficacy, self-reported transformative leadership, and resistance to change. Findings show associations between self-efficacy dimensions and dispositional resistance, and indicate that specific transformative leadership dimensions operate as intermediate mechanisms. Results are interpreted through theories and prior studies linking the three constructs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Resistance to Change in Education

Change in education systems and actor resistance

Conceptualizations of resistance to change

Role of school principals in leading change

Causes and forms of resistance

Links between self-efficacy, leadership, and resistance

Self-Efficacy Related to Work and Transformative Leadership of School Principals as Explanatory Factors for Dispositional Resistance to Change Maude Loi Zedda1, Stéphane Thibodeau2, Eric Frenette3, & Pascal Forget2 1 Haute école pédagogique du canton de Vaud, 2 Université du Québec à Trois-Rivières, 3 Université Laval Abstract This study addresses the lack of knowledge about the relationship between school principals’ self-efficacy related to work, transformative leadership, and disposition to resist change. One hundred and twenty-six respondents completed three measurement scales: the Scale of School Principals’ Self-Efficacy, the Self-Reported Leadership Scale, and the Resistance to Change Scale. The results indicate that there are links between different dimensions of school principals’ self-efficacy related to work and dispositional resistance to change and that certain dimensions of transformative leadership play an intermediate role in these relationships. These results are discussed in the light of theories and studies relating to the three concepts. Keywords: Self-efficacy, dispositional resistance to change, school principal, leadership Résum Cette étude s’intéresse à la méconnaissance des relations entre le sentiment d’efficacité personnelle lié au travail, le leadership transformatif et la disposition à résister au changement des directeurs d’établissement d’enseignement. Cent vingt-six répondants ont rempli trois instruments de mesure, soit l’Échelle du sentiment d’efficacité personnelle des directeurs d’école, l’Échelle de leadership transformatif du directeur d’école et l’Échelle de disposition à résister au changement. Les résultats indiquent qu’il existe des relations entre différentes dimensions du sentiment d’efficacité lié au travail et de la disposition à résister des directeurs d’établissement d’enseignement et que certaines dimensions du leadership transformatif jouent un rôle intermédiaire dans ces relations. Ces résultats sont discutés à la lumière des théories et des études relatives à ces trois concepts. Mots clés : Sentiment d’efficacité personnelle, disposition à résister au changement, leadership, directeur d’établissements d’enseignement Resistance to Change in Education School systems are constantly undergoing change (Toussaint & Malette, 2023), which is an integral part of society and the education environment (Gather Thurler, 2000). These changes, whatever their essence, are usually met with resistance from various school actors (Fédération autonome de l’enseignement, 2006; Inchauspé, 2007; Larouche et al., 2023; St-Germain, 2008). According to Legendre (2005), the phenomenon of resistance to change can be understood as a set of forces that contribute to maintaining the stability of a system. These forces may originate from an individual’s personality traits or from the social and cultural norms of groups (p. 1183). According to Bareil (2008), this resistance can be perceived as a lever and result in positive effects (e.g., motivation, commitment) as well as a negative response to change. This negativity is expressed as a refusal to change, which could be linked to behaviour that is considered destructive, such as rejection, opposition, or refusal (Bareil, 2013). The negative effects of this resistance remain a major concern (Bareil, 2010; Higgs & Rowland, 2005). Studes show that between 70 % and 80 % of organizational changes fail to meet their objectives because of the resistance of the actors involved (Armenakis et al., 2007; Kotter & Schlesinger, 1979; Yvon et al., 2019). Moreover, resistance to change negatively affects the employees’emotional commitment and performance (Armenakis et al., 2007). The effects of this resistance can be harmful; as such, they need to be managed adequately. In Quebec, school principals are often the ones who must lead change in education. As agents of change (Loi Zedda et al., 2017), and in line with the Education Act (Government of Qu

FAQs

What gap does the study target?

It addresses limited knowledge about how school principals’ work-related self-efficacy and transformative leadership relate to principals’ dispositional resistance to change.

How was the study conducted and what instruments were used?

A total of 126 respondents completed three measurement scales: the Scale of School Principals’ Self-Efficacy, a Self-Reported Leadership Scale, and a Resistance to Change Scale.

What do the results suggest about the relationship among the three concepts?

The study finds links between dimensions of principals’ work-related self-efficacy and dispositional resistance, and it suggests that certain dimensions of transformative leadership play an intermediate role in these relationships.

Oct 15, 2026

Uploaded by Rainbow Cat