General Supervisor

meets the developmental needs in the Kingdom. Although the State has
allocated huge funds to this effect, the enthusiasm and transparency of
people responsible for implementation may be the only driving force for this
change, namely teachers.
If we like to survey the psychological reasons that prevent the teacher from
changing the method he or she was taught by as a student and adopted it
and was used to it as a teacher, we will find that many of those psychological
reasons posited by psychologists can be useful in explaining this phenomenon.
This does not mean in the least that the teacher stands as an obstacle in face
of change. On the contrary, many experiments and statistics have evidenced
that the teacher has had a direct role in the success of many curriculum
development and educational developmental plans projects. We would like
to give a good example of an important individual role in driving forward the
wheel of change for the best in one of the most important public institution
that relates to the community, which is regarded as one of the elements
and dimensions of social culture on the one hand, and because of the rapid
development and the pressure to drive growth forward in the educational
facilities in the Kingdom so that desired development is attained at the global
level, on the other hand.
Although the scarcity of information on new plans and their objectives may
lead to the creation of ambiguity for individuals, who do not know how
change takes place and what its objectives are, and although time may
not be suitable for change owing to insufficient preparation for individuals
to accept it, which are all reasons that prevent the individual from being
involved in the operation of change, James O’Toole (1996) thinks that there
are other psychological reasons that constitute stumbling blocks in front of
concerned individuals in any establishment preventing them from meeting
the expectations of decision-makers, planners, financiers.
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Some people may think that change is not a normal state, and that things
do not work so well, which gives them anxiety in face of expected change.
Most people are contented with the way the institution works, i.e. they are
happy about it and do not feel the need for change
Those who adopt change may not give enough proof to evidence that
change will benefit all individuals and the institution
For some, change may look like a leap toward the unknown, which scares
them
Some individuals and groups may think that change will be beneficial to
others but not to them.
Some individuals in the institution may see grow in them the feeling that
they are not up to the new challenges that they face, i.e. they lack selfconfidence
in facing change.
Some may think that change is useless, and that it is vain, artificial, and full
of falsity.
Some individuals do not acknowledge and believe in promises, and want
immediate results. For them, change is based on futuristic promises, so
they do not trust it
Some groups adopt a negative attitude about change, so their members
believe that satisfying the group is more important than change
Some individuals see that change may succeed somewhere else but may
not do so at home because our values are against change
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