Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective

Chi Kin John LEE, Hong Biao YIN

Research output: Contribution to journalArticle

66 Citations (Scopus)


In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers’ emotional experiences in the national curriculum reform of senior secondary education in China. Results indicate that teachers revealed complex emotional responses to the reform. These emotions were related to teachers’ perceptions about the use of new textbooks, teaching approaches, and, more importantly, the uncertain changes in college entrance examinations. Three types of teachers with different emotions and professional identities are identified in the reform (i.e., the losing heart accommodators, the drifting followers, and the cynical performers). These findings highlight the Chinese perspective on teacher emotion and provide some implications for the management of curriculum reform and teacher emotion in the Chinese context. Copyright © 2010 Springer Science+Business Media B.V..
Original languageEnglish
Pages (from-to)25-46
JournalJournal of Educational Change
Issue number1
Publication statusPublished - Feb 2011



Lee, J. C.-K., & Yin, H.-B. (2011). Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25-46.


  • Teacher emotion
  • Professional identity
  • Curriculum reform
  • Senior secondary education
  • China