Teacher receptivity to curriculum change in the implementation stage: The case of environmental education in Hong Kong

Abstract

This study examines teacher receptivity to the curriculum change embodied in the new environmental education guidelines in Hong Kong. A questionnaire survey, based on a 'receptivity to change' instrument, was distributed and case studies conducted. The analyses revealed that such variables as the perceived non-monetary cost-benefit of implementing the guidelines, perceived practicality, perceived school and other support, and issues of concern were predictors for teachers' behavioural intentions towards promoting environmental education. The qualitative part of the research also found that, in addition to the factor of perceived non-monetary costbenefit, the dominance of organizational factors may work to shape teachers' receptivity to environmental education.</br>[Copyright of Journal of Curriculum Studies is the property of Routledge. Full article may be available at the publisher's website: </br>http://dx.doi.org/10.1080/002202700182871]