Faculty Resistance to Change in Bangladeshi Schools: A Cost–Benefit Perspective on Perceived Value, Switching, and Transition

Abstract

In order to determine why many instructors are still hesitant to incorporate information and communication technology (ICT) into their lessons despite significant government initiatives, this study looks into the factors influencing faculty reluctance to ICT adoption in Bangladeshi high schools. The study investigates the effects of perceived value, switching benefits, user participation, transition cost, switching cost, and satisfaction on resistance, guided by the Status Quo Bias Theory and a cost-benefit analytical framework. 350 teachers were given a structured questionnaire based on established scales as part of a quantitative approach, and 320 of their answers were examined using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS. The findings show that high transition costs dramatically raise switching costs, which lower perceived value; on the other hand, switching benefits and user involvement raise perceived value, which considerably reduces resistance. Another factor that was found to influence resistance was satisfaction. According to the study, resistance can be lessened by lowering transition and switching costs, encouraging teacher involvement in ICT planning, and clearly conveying the concrete educational advantages. By combining resistance theory and cost-benefit analysis, it theoretically advances the literature on ICT adoption while, practically, providing policymakers with doable tactics to enhance ICT integration. Finally, the results emphasize that both infrastructure investment and human-centered strategies like training, participatory decision-making, and ongoing support are necessary for successful ICT adoption.