Teacher empowerment and receptivity in curriculum reform in China

Chi Kin John LEE, Hong Biao YIN, Zhong Hua ZHANG, Yu Le JIN

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

This study explores the relationships between teacher empowerment, teacher receptivity toward, and perceived outcomes of, a system-wide curriculum change, particularly national curriculum reform in basic education in China. The results of a survey of 1,646 teachers from six provinces indicate that teachers were positive in their receptivity and perception of reform outcomes in general. Female teachers reported that they were more empowered and more receptive to the curriculum reform. Teachers’ professional growth was found to enhance the perceived outcomes of curriculum reform, whereas their participation in decision making reflected a negative influence. These findings lead to some suggestions for improved understanding and management of curriculum reform in schools in China. Copyright © 2011 M.E. Sharpe, Inc. All rights reserved.
Original languageEnglish
Pages (from-to)64-81
JournalChinese Education and Society
Volume44
Issue number4
DOIs
Publication statusPublished - Jul 2011

Fingerprint

empowerment
curriculum
reform
China
teacher
female teacher
basic education
decision making
participation
management
school

Citation

Lee, J. C.-K., Yin, H.-B., Zhang, Z.-H., & Jin, Y.-L. (2011). Teacher empowerment and receptivity in curriculum reform in China. Chinese Education and Society, 44(4), 64-81.