Teacher Empowerment and Receptivity in Curriculum Reform in China

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.