Teacher management and educational reforms: Paradigm shifts

Yin Cheong CHENG

Research output: Contribution to journalArticlespeer-review

25 Citations (Scopus)


In the past 15 years, numerous reforms and initiatives in many countries in the Asia-Pacific region have aimed to change education and promote new learning to prepare the new generation for the future. Unfortunately, despite good intentions and huge investments of resources, many of these reforms have been found to be ineffective and unsustainable—if they succeed at all. Reflecting on the trends and waves of educational reform in the Asia-Pacific region, this paper introduces an international lesson on the emerging syndrome of educational reform across the region and illustrates its negative impacts on teacher ecology and teacher management. Then, the paper outlines the implications of this lesson and of a study of the world’s best-performing educational systems, using them to develop a holistic approach to managing teachers and planning for their sustainable professional development. Finally, it highlights the paradigm shifts in teacher management, reviewing the three waves of educational reform in the last two decades, and draws further implications for formulating teacher management policies in ongoing and future educational reforms to support students’ new learning and sustainable development. Copyright © 2009 UNESCO IBE.
Original languageEnglish
Pages (from-to)69-89
Issue number1
Publication statusPublished - Mar 2009


Cheng, Y. C. (2009). Teacher management and educational reforms: Paradigm shifts. Prospects, 39(1), 69-89.


  • Teacher management
  • Education reform
  • Asia-Pacific region


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