TEACHERS’ ATTITUDES TOWARDS CURRICULUM REFORMS: AN EMPIRICAL ANALYSIS
Abstract. This article aims to investigate teachers’ attitudes towards curriculum reforms in Azerbaijan’s general education system from an empirical perspective. The study seeks to identify the overall profile of teachers’ attitudes (positive, neutral, negative), to systematize the key factors shaping these attitudes, and to assess their relative influence through analytical procedures. A cross-sectional survey design is employed, and data are collected using a structured questionnaire consisting of Likerttype items. The instrument encompasses several dimensions, including the perceived clarity of curriculum requirements, availability of instructional resources and methodological support, practical relevance of professional development opportunities, support from school leadership and collegial environment, perceived teacher autonomy and participation in decision-making, as well as expectations regarding the reform’s impact on student learning outcomes. Data analysis is conducted using descriptive statistics, group comparisons, and explanatory modeling approaches. The theoretical contribution of the study lies in conceptualizing teacher attitudes as a multi-component construct within the implementation process, while its practical contribution is to inform evidence-based decision-making regarding priority support mechanisms for enhancing teachers’ engagement with curriculum reforms.
Keywords: curriculum reforms, professional development, methodological support, teacher autonomy.
