This study examines the factors contributing to teachers’ resistance to change and explores effective management strategies in preschool education institutions. The research is relevant in the context of continuous systemic reforms in education, which often require pedagogical and organizational adaptation. Teachers’ resistance can hinder the implementation of these changes, affecting institutional performance and educational quality.

The study addresses the research question: What factors influence teachers’ resistance to change, and which management strategies are most effective in reducing it?

The aim is to identify key resistance causes and propose data-driven management approaches. A quantitative, deductive research design was used. Data were collected from 394 preschool and pre-primary teachers across Lithuania via an anonymous structured questionnaire. The instrument included closed and Likert-scale questions to assess resistance factors and perceived management effectiveness. Statistical analysis methods included descriptive statistics, ANOVA, correlation analysis, and linear regression to identify relationships between variables.

Empirical findings indicate that resistance to change is shaped by multiple interrelated factors. The most significant factors are a lack of information about the planned changes, insufficient involvement in decision-making, lack of trust in management, previous negative experiences with change, and concerns about changes in work conditions or professional identity. Teachers identified several management strategies as particularly effective in reducing resistance. These include transparent and timely communication about the nature and rationale of changes, involving staff in the change process, fostering a culture of openness and mutual trust, and offering ongoing professional development opportunities aligned with institutional goals.

Regression analysis confirmed that the strongest predictor of reduced resistance is meaningful participation in decision-making processes, followed by clarity of communication and perceived leadership trustworthiness. The findings suggest that resistance is not simply a passive reaction but often a rational response to perceived risks, uncertainty, or exclusion from change initiatives.

This study contributes to educational change management by providing empirical evidence from early childhood education - a sector often overlooked in organizational studies. It emphasizes that sustainable change in preschool institutions requires structural planning, emotional engagement, psychological safety, and professional inclusion of teaching staff. Recommendations are provided for school leaders and policymakers, highlighting the importance of participatory management, consistent information flow, and trust-building practices when leading change processes in educational settings.

Keywords: Resistance, change, management, preschool education.