Facing The Resistance of Teachers in Curriculum Reform: Strategies for School Curriculum Leaders
In 2014, Taiwan released the 12-year national curriculum, with "key competencies" as the learning goal of the students. In the new national curriculum, the school is expected to cultivate nine key competencies for all students by innovative curriculum and instruction. Curriculum reform will inevitably change the original school culture, including the educational beliefs and habits of school staff, and therefore make teachers anxious. For this reason, in the process of curriculum reform, teachers usually question the new curriculum. However, if school leaders can reduce teacher resistance, they can then lead the school to create a new curriculum. In this study, the researcher interviewed four competent school leaders, and summarized from their experiences the three principles of reducing teacher resistance: 1) analyze the exact causes of the teachers’ resistance behaviours and take actions according to the different causes of resistance; 2) guide teachers to think about the core values and vision of curriculum reform and inspire enthusiasm in education; 3) leaders and teachers to work together to solve problems and share results, which can increase teachers' willingness to participate in curriculum reform.
Key words— curriculum leadership, curriculum reform, teacher change