Factors Affecting Teachers' Curriculum Implementation

Hong Wang; Liying Cheng
December 2009
Linguistics Journal;Dec2009, Vol. 4 Issue 2, p135
Academic Journal
Teachers play a key role in any curriculum implementation, as they determine whether or not curriculum innovation is successfully executed in the classroom as intended by policymakers. This paper explores factors affecting teachers' implementation of English as a foreign language (EFL) curriculum as reported through a structured questionnaire by 248 EFL teachers in six universities from the north-western part of China. The findings of this study, through exploratory factor analyses and multiple regressions of the questionnaire data, revealed that six external and internal factors were significant predictors of teachers' curriculum implementation. Among them, resource support, communicative language teaching, and teaching experience positively predicted these teachers' curriculum implementation; grammar-translation method, English proficiency, and professional development needs, on the other hand, negatively predicted their curriculum implementation. The implications of this study point to the complex nature of curriculum implementation, and the multifaceted roles that teachers must play for successful implementation to occur within this EFL context in China.


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