You can perform a systematic literature review and get great insights.

La falta de acompañamiento en los nuevos procesos y, de una capacitación contextualizada. Cuando el docente percibe que las innovaciones educativas, ya sean nuevas metodologías, modelos de evaluación o políticas institucionales, se implementan sin un proceso formativo, sólido, acompañado y adaptado a su contexto, tienden a ver el cambio como una imposición externa y no como una oportunidad de mejora profesional y de aprendizaje de los estudiantes. Esta carencia genera inseguridad, miedo y la percepción de que se afecte su experiencia y autoridad pedagógica. Saludos y quedo a tus órdenes.

Teachers resist change mainly because they fear the unknown and worry they may not handle new methods well. This uncertainty makes them stick to familiar teaching practices.

Sometimes, it's not fear; they just believe that their current method is working since they see how their students are performing well

Los docentes se resisten al cambio fundamentados principalmente en sus creencias pedagógicas.

One significant reason for teachers’ resistance to change is fear of the unknown—particularly when it comes to adopting new instructional strategies or navigating unfamiliar educational policies. This fear often stems from concerns about competence and effectiveness. For example, when a school district introduces a new standards-based mathematics curriculum that emphasizes inquiry-based learning over traditional lecture methods, teachers may feel uncertain about their ability to implement it successfully. They may worry about losing control of the classroom, not covering content efficiently, or being evaluated negatively during the transition. This uncertainty can trigger anxiety, especially if adequate professional development, peer support, or clear implementation guidelines are not provided. In my research, I’ve found that without a supportive environment that allows for risk-taking and gradual mastery, even well-intentioned reforms can be met with passive or active resistance. Therefore, addressing the emotional and practical dimensions of change is just as critical as the pedagogical redesign itself.

unrealistic deadlines from higher authority

Reason: perceived threat to professional identity/low self-efficacy.

When reforms demand unfamiliar practices without time, training, or clear evidence, teachers anticipate failure, loss of competence/status, and added workload—triggering defensive routines.

Mitigate by building efficacy: co-designed PD, protected practice time, peer coaching, and early, visible wins.