Abstract
Context: Change management regarding innovative technologies in secondary school science laboratories is a strategic priority for transforming teaching practices and enhancing educational quality. Objective: To analyze change management in schools within District 09-01 (Mao) regarding the implementation of innovative technologies in secondary-level Biology, Chemistry, and Physics laboratories, focusing on teacher preparation and its impact on educational quality. Methodology: The study employed a descriptive quantitative approach specifically a field-based census study with a cross-sectional design involving a sample of 56 teachers. Results: Findings show that 89% of teachers perceive technology as a facilitator of instruction; however, 61% possess little to no knowledge of simulators, 46% lack training, and 51% lack the necessary technological equipment. Conclusion: Successful change management requires differentiated teacher training and institutional investment to integrate innovative technologies.