Effects of school heads' and teachers' agreement with the curriculum reform on curriculum development progress and student learning in Hong Kong

Abstract

PurposeThe purpose of this paper is to examine the progress of the curriculum reform in Hong Kong in the implementation phase from 2001‐2006, with the agreement and support of heads and teachers on the reform.Design/methodology/approachSurvey questionnaires and focus group interviews were used to collect data from various stakeholders. A stratified random sampling method was employed to select 150 primary schools and 120 secondary schools to participate in the study.FindingsIt is found that with the agreement and support of school heads and teachers, there is good progress in the reform items on teaching and learning. Findings of this paper also suggest that teachers who agreed with the reform items made changes with their practices in terms of learning and teaching strategies, catering to learner diversity, assessment for learning, developing students' language proficiency, cross‐curricula learning, playing multiple teachers' roles and preparation for the new senior secondary curriculum. This study thus supports most findings from the change literature with its empirical data that educational changes and innovations with the agreement and support of school heads and teachers tend to have a greater chance of succeeding.Originality/valueThe paper contributes by examining to what extent findings and views established in change literature elsewhere can be justified and enriched with the case of Hong Kong.