TEACHERS' ATTITUDES TOWARDS NEW CURRICULUM

Year 2019, Volume: 14 Issue: 1, 52 - 69, 31.01.2019

İsmet Potera , Luljeta Shala

Abstract

      With this research we aimed
at obtaining and evaluating the attitude of teachers regarding the new
curriculum, implementation challenges, and pre-implementation issues such as
training for their preparation for implementation. The research was conducted
through quantitative and qualitative approaches. Quantitative data we have
collected through the questionnaire, which in the end had an open question in
which the majority (about 83%) expressed their opinion on the curriculum,
training and challenges during the curriculum implementation. On the meantime
of the realization of this research we followed the debates of teachers in the
social networks, such as 'Teaching in Kosovo', managed by GIZ mission in
Kosovo. The attitude of teachers from different Kosovo schools both in social
networks and in our research turns out to be in two extremes, such as: very
positive, according to Liker scale ‘I totally agree’ and ‘disagree’, (N=178),
(M=2.11, DS=.88) to a statement that Curriculum is a failed experiment (M=2.89,
DS=1.19). Curriculum Approach based on achieving competencies is new, so the
reluctance of teachers to this change is evident. This proves in our research,
where the average level of compliance of agreements is revolved around the
dilemma. The research methodology is mixed. The sample consisted of 178
teachers with different demographics. The sample was intentional. The research
shows that schools and teachers who have had enough and accurate information,
but also proper training, express more positive attitude towards curriculum,
training and overall reform.

Keywords

Curriculum, Challenges, Educational Reform, Teachers’ Attitude, Training

TEACHERS' ATTITUDES TOWARDS NEW CURRICULUM

Abstract

With this research we aimed at obtaining and evaluating the attitude of teachers regarding the new curriculum, implementation challenges, and pre-implementation issues such as training for their preparation for implementation. The research was conducted through quantitative and qualitative approaches. Quantitative data we have collected through the questionnaire, which in the end had an open question in which the majority (about 83%) expressed their opinion on the curriculum, training and challenges during the curriculum implementation. On the meantime of the realization of this research we followed the debates of teachers in the social networks, such as 'Teaching in Kosovo', managed by GIZ mission in Kosovo. The attitude of teachers from different Kosovo schools both in social networks and in our research turns out to be in two extremes, such as: very positive, according to Liker scale ‘I totally agree’ and ‘disagree’, (N=178), (M=2.11, DS=.88) to a statement that Curriculum is a failed experiment (M=2.89, DS=1.19). Curriculum Approach based on achieving competencies is new, so the reluctance of teachers to this change is evident. This proves in our research, where the average level of compliance of agreements is revolved around the dilemma. The research methodology is mixed. The sample consisted of 178 teachers with different demographics. The sample was intentional. The research shows that schools and teachers who have had enough and accurate information, but also proper training, express more positive attitude towards curriculum, training and overall reform.

Keywords

Curriculum, Challenges, Educational Reform, Teachers’ Attitude, Training

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