Document Type : Original Article
Authors
1
Assistant Professor of Department Educational Sciences, University of Birjand , Birjand, Iran.
2
PhD Candidate of Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Birjand, Iran
3
Master student curriculum planning University of Birjand. Birjand. Iran.
4
Master student curriculum planning university of Birjand. Birjand. Iran
10.22098/j9032.2026.20052.1067
Abstract
In an age of rapid social, technological, and educational change, education systems need to adapt constantly to remain efficient and relevant. Curriculum reform is considered one of the most important strategies for improving educational quality; however, its success largely depends on teachers, who serve as the primary agents of implementation. Consequently, understanding the factors that shape teachers’ attitudes toward curriculum change is essential for successful educational reform and policy development. The present study aimed to identify and synthesize the factors influencing teachers’ attitudes toward curriculum changes through a qualitative meta-synthesis approach. The study employed the seven-step meta-synthesis method proposed by Sandelowski and Barroso. The research population consisted of 92 national and international studies published between 2016 and 2026 (1395–1404 SH) and indexed in reputable scientific databases. Following a systematic search process and the application of inclusion and exclusion criteria based on relevance, quality, and methodological rigor, 14 studies were selected for detailed analysis and synthesis. The findings indicated that teachers’ attitudes toward curriculum reform are influenced by a range of interconnected factors that can be categorized into three overarching themes: Contextual Factors, Emotional-Cognitive Factors, and Teacher Preparation Factors. Contextual factors included organisational support, school culture, management practices, educational policies, and access to resources. Emotional-cognitive factors encompassed teachers’ beliefs, perceptions, motivations, professional identity, and self-efficacy. Teacher preparation factors involved professional development opportunities, training programs, curriculum knowledge, and readiness for change. The results further demonstrated that teachers are more likely to embrace curriculum innovations when they perceive them as meaningful, receive adequate institutional support, and possess the necessary knowledge and skills for implementation. Conversely, insufficient preparation, limited resources, and negative perceptions of change may contribute to resistance and reduce the effectiveness of reform efforts. In conclusion, the study highlights the multidimensional nature of teachers’ attitudes toward curriculum change and underscores the importance of addressing both organizational and human dimensions of educational reform. Policymakers, curriculum designers, and educational administrators should pay greater attention to teachers’ professional needs, beliefs, and working conditions to enhance acceptance of curriculum reforms and ensure their successful implementation in educational settings.
Keywords
Main Subjects
)