Curriculum reform in many countries, including Indonesia, is often encounter resistance from teachers. This can be a challenge for effective school development. Therefore, this is a critical issue that schools must address to ensure the successful implementation of the new curriculum. This article aims to explore how school development during curriculum reform through the applivation of Lewin’s Change Model, focusing on how the stages of unfreezing, changing, and refreezing relate to teacher resistance. This study employed a survey-based quantitative design. Data were collected using validated questionnaires from 302 vocational teachers in Padang City, West Sumatra.The data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that resistance functions differently at each of Lewin’s stages. Resistance had a minor effect on the unfreezing stage, but it had a big negative effect on both the changing and refreezing stages. In terms of description, schools said they were ready at the unfreezing stage and making moderate progress in implementation and stabilization. Teachers reported low levels of concern and habit-based resistance when it came to resistance, which shows that they were willing to support reform. Nonetheless, teachers’ change self-efficacy remained constrained, indicating a capability–willingness gap. The results theoretically validate Lewin’s model as a diagnostic framework for determining the optimal timing of resistance during curriculum reform. In practice, school leaders should focus on strategies that build skills, such as targeted professional development, instructional coaching, and structured peer collaboration, especially during implementation and institutionalization.
NINGRUM et al. (Mon,) studied this question.