Psychological Aspects of Employee Resistance during the Process of Digital Transformation in Educational Organization

This article examines various organizational changes and the reaction of employees of an educational organization (namely, resistance) to the difficulties of adapting to digitalization and innovative solutions. In connection with the coronavirus pandemic, the digitalization of many processes, including the education system, has begun. A large number of companies this year have rebuilt their usual format of work. For example, with regard to educational institutions, teachers need to learn how to work with a computer in the shortest possible time, students are depersonalized, often no one turns on the cameras during classes, and as a result, the teacher seems to talk to himself, it is difficult for him to communicate with students. This and many other factors affect the psychological state of the teacher, thereby setting the task of overcoming this barrier and adapting to innovation. All this together can lead to professional and emotional burnout of a person. Therefore, it is important to determine the roots of resistance in time and form recommendations for their prevention. To identify the results of the empirical study, a review of the literature on the specified topics was conducted, as well as a correlation analysis of the data obtained during the survey and in-depth interview-diad in the leading secondary educational institution of the Republic of Kazakhstan, the Non-Profit Joint Stock Company "Republican School of Physics and Mathematics". The issues of ensuring high-quality and effective implementation of digital technologies in the educational process, taking into account the involvement of employees in this process, were considered. The results of the study will help to identify the factors of resistance of the teacher to the transition to digitalization and give recommendations for effective adaptation.