Journal of Education and Psychology

Abstract

The purpose of this study is to explore the teachers’ autonomy in curriculum decision-making. In this study, I analyze the concept of the teachers’ autonomy in curriculum decision-making. Furthermore I used a questionnaire to investigate the teachers’ autonomy in curriculum decision-making in middle schools and high schools in Taiwan. According to the results of empirical investigation, I find there is a wide gap between the real situation and the “ought to” situation of the teachers’ autonomy in curriculum decision-making. The type of teachers’ autonomy in curriculum decision-making is the “adaptive type” primarily. The factors that influence the teacher’s autonomy in curriculum decision-making include internal factors and external factors. The internal factors include teacher’s knowledge and skill, and teacher’s consciousness and aspiration. The external factors include social-local situations, school-law regulations, curriculum-instructional materials, and student’s attitude and ability. Finally, I provide several suggestions to authorities in education and school teachers.

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