Educational change management in vocational high schools is increasingly shaped by the dual forces of organizational adaptability and behavioral resistance. This study develops a conceptual-empirical modeling framework to examine how vocational high school systems in West Java, Indonesia, respond to institutional change initiatives. Grounded in organizational change theory and resilience thinking, the research integrates behavioral, structural, and environmental determinants influencing adaptation outcomes. The study synthesizes insights from change management literature (Todnem-By, 2007) alongside resilience and transformation theories (Folke et al., 2010) to construct a multidimensional analytical model.
A mixed-method research design is proposed, combining structured survey data from educators and administrators with qualitative thematic interpretation of institutional behavior patterns. The model evaluates adaptability as a function of leadership effectiveness, perceived organizational support, curriculum alignment, and external policy pressure, while resistance is operationalized through behavioral inertia, cognitive rigidity, and institutional constraints. Findings indicate that adaptability is significantly enhanced by strategic leadership and curriculum-industry alignment, whereas resistance emerges from communication gaps and weak institutional readiness.
The study contributes a predictive framework for understanding change dynamics in vocational education systems and offers policy-relevant insights for improving implementation effectiveness in rapidly evolving educational environments.

Organizational adaptability, behavioral resistance, change management, vocational education

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