学校变革发生时，教师中会出现各种阻力。所谓阻力是指组织进行有计划的变革进程中对，影响变革进程的一种力量。本文采用Joseph C. Witt的定义，把教师采纳一个干预的因素归为：有效性（effectiveness），时间和所需资源（time and resources required），干预的理论取向（theoretical orientation of the intervention）和生态侵扰（ecological intrusiveness）四类。研究变革阻力，分析其原因，寻求消除阻力的方法，将有助于学校变革的继续发展。本文以普宁S中为案例学校，通过访谈法研究从2008年起的一系列改革措施所产生的阻力。总共访谈教师15人，领导干部6人，通过分析访谈记录，发现变革阻力主要发生在变革措施没有更多考虑到职工利益，存在着保守的、阻碍变革的文化关系，以及对变革的进程缺少控制，没有进行制度配套。针对这些阻力，论文还提出了进一步改进变革的优化方案。

Teachers’ resistance turns up where school reform takes place. Resistance refers to a power which affects the process of a well-planned reform. In the thesis, the author adopts Joseph C. Witt’s definition on resistance, who believe that effectiveness, time and resources required， theoretical orientation of the intervention as well as ecological intrusiveness are the four factors that account for teachers’ decision of an intervention. It’s of great importance to study resistance, to analyze its’ reasons and more importantly explore ways to eliminate resistance when having school reforms, which benefits a school’s further development. Based on Puning S Middle School, the author look into the resistances existed during a series of reform measurements happened since the year 2008, by interviewing 15 teachers as well as 6 school leaders. After analyzing the results of interviews, the author found out that resistances took place where teachers’ benefits were less considered. Not only was it closely related to the conservative culture, but also the process of a reform was lack of control. Besides, there was no system supporting either. The thesis also put forward some optimization solutions to the school’s reform according to the resistances happened.