Case-Based Insights into Faculty Resistance and Reform Implementation in a Chinese Language School

Abstract

This study investigates faculty resistance to educational reform implementation within a Chinese language school at Huangshan University. The research focuses on two key factors: faculty perceptions of educational reforms and the institutional support and training provided to faculty and examines how this influence resistance levels. Using a quantitative design, data was collected from 100 faculty members through a structured questionnaire and analyzed using SPSS. The findings revealed that both faculty perceptions and institutional support significantly predict resistance, with a surprising positive correlation between support and resistance, suggesting that support mechanisms may be perceived as ineffective or imposed from above. The study concludes that resistance is shaped not only by policy content but also by emotional, cultural, and institutional factors. It highlights the need for participatory reform strategies, context-sensitive professional development, and stronger communication to foster faculty engagement and reduce resistance. These insights contribute to more effective and sustainable educational change in China’s higher education sector.