Identifying Attitudinal Components Influencing Teachers’ Behavior in Response to Curriculum Change: A Meta-Synthesis Study

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, Birjand, Iran.

3 Master Student Curriculum Planning, University of Birjand, Birjand. Iran.

Abstract

To remain aligned with the evolving nature of the contemporary era, the educational system requires innovation and transformation, with the curriculum, as a fundamental component of this system, being one of the primary areas of reform. Since teachers are the most important human resources in educational organizations, they are considered the ultimate agents responsible for implementing curriculum reforms. Accordingly, the present study aimed to explore the attitudinal components influencing teachers’ behavior in response to curriculum change. This qualitative study employed the meta-synthesis approach proposed by Sandelowski and Barroso. The research population consisted of 92 studies examining factors affecting the formation of teachers’ perspectives toward curriculum change, published between 2016 and 2025 in reputable scientific databases. Accordingly, after formulating the research question and establishing the inclusion and exclusion criteria, a systematic search was conducted across relevant databases, resulting in the selection of 14 studies for analysis. The findings revealed that the attitudinal factors influencing teachers’ behaviors toward curriculum changes encompassed three dimensions: contextual factors, affective-cognitive factors, and teacher preparation factors. These three components do not operate independently; rather, they interact within a networked and dynamic relationship to construct and shape teachers’ ultimate attitudes, such that changes in any one component can strengthen or weaken the other two. By recognizing these factors, stakeholders and policymakers involved in curriculum design, implementation, and monitoring of reforms can better predict and manage teachers’ responses to curriculum changes.

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A Review of Theorizing of Behavioral Sciences
Volume 2, Issue 3
July 2025
Pages 1-16

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