Introduction
School change is a complex, multi-level process involving intentional and sustained transformations within educational institutions. Literature emphasizes that effective transformation requires not only structural reforms but also deep shifts in cultural, relational, and organizational practices. However, many studies focus on isolated factors, limiting our understanding of broader dynamics. For example, while research often explores the impact of transformative leadership, it tends to overlook how this interacts with other critical dimensions—such as teacher professional development and school organizational culture. This fragmented approach hinders a comprehensive understanding of what enables or obstructs effective school change. A more integrated framework is needed to capture the complexity and interdependence of the elements involved.


Purpose
This study presents a systematic literature review aimed at identifying and analyzing key personal, interpersonal and organizational factors that facilitate or hinder school change processes. It offers a critical and up-to-date overview relevant to both academic research and educational practice.


Method
A systematic review will be conducted on peer-reviewed literature published between 2000 and 2024, using international databases (Scopus, ERIC, Web of Science). Inclusion criteria focused on empirical and theoretical studies explicitly addressing the concept of School Change, in middle and high school settings. Thematic analysis will be used to categorize factors as either facilitating or hindering.


Results
Previous research suggests that facilitating factors include distributed leadership, shared vision, ongoing professional development, and supportive policies. Barriers often involve staff resistance, lack of resources, fragmented initiatives, and misalignment between school-level and policies. The present review adopts a multi-level lens to explore how these factors interact across educational layers, aiming to deepen understanding of school transformation dynamics.


Conclusions
Effective school change requires a systemic, participatory approach that integrates both structural and cultural dimensions. Understanding the factors that influence change processes can support more intentional and sustainable interventions within educational institutions.