Teachers Opinion about Education Reform
Purpose to implement the education reform
There are many reasons that teachers agree to implement the education reform.
- teachers are pressured by external forces including the external quality assurance, their colleagues or principal, mass media (Harn-Asa, 2002: 2, 5);
- teachers have internal motivation; they concern about students' learning, appreciate value of the education reform (Harn-Asa, 2002: 2, 5);
Supportive Factors Influencing Teachers to Implement the Education Reform
- academic and moral supports from central and provincial agencies and the administrator and teachers themselves (Harn-Asa, 2002: 3, 6); The agencies provide the supports through training about practical knowledge and action research (Harn-Asa, 2002: 3); Supports from community and parents such as financial supports, collaboration to the schools, alleviation of students' problem (Harn-Asa, 2002: 6).
Obstructive Factors Influencing Teachers to Implement the Education Reform
- a shortage of resources from the central agencies (Harn-Asa, 2002: 3); This leads to inadequacy of learning resources and teachers have to sacrifice their personal incomes (Harn-Asa, 2002: 4);
- a discrepancy of policy; the central agencies need instant results of evaluation about implementing the education reform while teachers need more time to learn about the education reform (Harn-Asa, 2002: 3). Moreover, the policy is implemented when the school are not ready (Harn-Asa, 2002: 7); Other aspects such as quality assurance pull teachers' attention of the learning reform (Harn-Asa, 2002: 7); some teachers feel the educational policy is not the first priority policy (Harn-Asa, 2002: 7);
- community's conditions: political, economic, and social (Harn-Asa, 2002: 4); Political condition affect funding to schools; Social expenses lessen teachers' income; Social problems (addiction to drug and illegal daily lotteries) move interest of people away from the education reform; community's traditional lifestyle conflicts western underpinning concepts of the student-centered approach (Harn-Asa, 2002: 4);Moreover, community still values students' achievement by considering enrolling the famous university (Harn-Asa, 2002: 7);
- teachers have to teach some subjects that they not qualified for (Harn-Asa, 2002);
- workload problem (Harn-Asa, 2002: 4);
- fragmentation among groups of teachers (Harn-Asa, 2002: 7);
- misunderstanding of the new teaching and learning approach (Harn-Asa, 2002: 8)
- students have low motivation to learn (Harn-Asa, 2002: 8) I don't agree.
page revision: 11, last edited: 09 Oct 2007 05:13