Force Field

Barriers to change are factors that actively resist and push back against transformation. Just as the same poles of a magnet repel each other, change efforts can meet opposition that prevents progress. Without careful management, change may become ineffective or inconsequential. When attempting to reshape the culture of an organisation, these barriers can be covert (subtle resistance) or overt (direct opposition), making it essential to identify and address them early.

One useful framework for understanding these opposing forces comes from Kurt Lewin, a German-American psychologist. His Force Field Analysis provides a structured way to examine driving forces (which push change forward) and resisting forces (which hold it back). By applying this model, school leaders can focus not only on strengthening the drivers of change but also on reducing or eliminating the barriers that prevent progress.

A Car on the Motorway: A Metaphor for Change

A simple way to visualise the dynamic between drivers and barriers is to imagine you are driving a car on a motorway, heading toward a destination we’ll call “ideal culture”.

• The accelerator represents the driving forces that propel you forward. The more drivers of change you have, the higher the gear, and the faster you move toward your goal.
• The brakes represent the resisting forces—applying them slows you down, making progress more difficult.
• If too many resisting forces build up, you may even shift into reverse, moving further away from your ideal culture.

In extreme cases, overwhelming resistance can lead to a crash—a metaphor for organisational stagnation, confusion, or conflict, ultimately preventing change from ever taking place.

The Role of School Leaders

For change to be successful, school leaders must actively manage both drivers and barriers. This means:

• Identifying key driving forces that will push the school in the right direction.
• Recognising and addressing resistance early before it gains momentum.
• Creating a culture where staff feel empowered to contribute to change, rather than resist it.

By doing so, school leaders ensure that their school is not just moving toward an ideal culture, but doing so smoothly, effectively, and without unnecessary disruption.