Teachers' Attitudes Toward Curriculum Change in Hong Kong Elementary Schools

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Abstract

Teachers’ attitude towards change plays one of the significant factors in the complexity of change process. The purpose of the paper is to report the exploratory findings of Hong Kong teachers’ attitudes towards curriculum change in Hong Kong elementary schools. Data collection methods included individual interviews with teachers of four elementary schools. Key findings of the study included: (1) Teachers’ held mixed feelings towards curriculum change; (2) Teachers’ professional experiences potentially influenced their views upon curriculum change; (3) Teachers’ self-efficacy towards curriculum change was diverse; and (4) Teachers’ ownership of curriculum change seemingly was varied due to the positionality of teachers. Implications for the management of curriculum change and teacher development will be discussed in the paper.

Authors

• Wai-Po Eunice Wan, The University of Nottingham

• Sally Wai-Yan Wan, The Chinese University of Hong Kong