The Role of Teachers As Agent of Curriculum Change

Introduction

Curriculum and learning materials, known as contents of education or teaching and learning, are
the result of intellectual cultures and human experiences based on the epistemological theories
and curriculum development by educationists from time to time. What is curriculum ? According
to Kamus Dewan (1998), a Malay Dictionary published by Institute of Language and Literature,
the word curriculum is explained as scope and contents of learning subjects in school. While as
according to the Cabinet Committee Report (1979), curriculum is defined as all planning
conducted by any school or learning institute to achieve its education objectives.

Within the context of education in Malaysia, curriculum is designated plan which covers all types
of knowledge as well as skills, values and norms, cultural elements and social beliefs of the
Malaysians society. As such, the role of curriculum in Malaysia is to develop harmoniously and
optimally the potentials of pupils in all the intellectual, physical, spiritual and social aspects.
Through the implementation of the Malaysian school curriculum, it would be able to unite all the
races, as well as to train adequate technical skills required for national development and
progress.

Teacher participation in the curriculum planning process is considered essential, whether it be

in the definition of problems or the presentation of concrete solutions in the form of programs of
studies. Whilst the success of a school curriculum is closely related to its implementation. In
order to make sure that a certain curriculum implemented successfully, teachers have to
understand the philosophy and goals of the school curriculum, its structure, organization and
syllabus contents.

Teachers need to possess in-depth knowledge with their specialized subjects, as well as
teaching skills, including skills for integrating related knowledge, learning skills and values,
either from one or several subjects into another teaching subject. Teachers should carry out
their duties conscientiously, including activities in analyzing curriculum objectives and contents,
identifying the requirements for implementation, preparing learning materials and implementing
teaching activities according to the curriculum guidelines.
 The Role of Teachers As Agent of Curriculum Change

1.0 Role of Teachers As Agent Of Curriculum Change

Due to the rapid changes especially in the technology and the information nowadays, the
educational aspect of society is constantly experiencing changes. As such, teachers should
make preparation for school pupils to adapt and accommodate new changes of the present and
the future. School teachers should play the role as agent of change with respect to the
technological development of the society. It is important for the school to emphasize the
development of pupils in terms of changes in values of the society, and ability to face new
changes from time to time.

Teachers as change agents are not afraid of taking risks, are highly motivated, and feel
confident in their abilities to pursue solutions to school-wide change. Being able to remain
motivated and capable of taking risks in order to maintain their commitment to see their goals is
also important for teacher change agents, especially since collaborating with colleagues can
sometimes lead to unexpected complications. Teachers who are willing to initiate change efforts
outside their own classrooms are committed to working collaboratively. They must also
be confident in their ability to solve any unanticipated problems or obstacles that might arise
without damaging the school community.

School is being set up with the aim to fulfill the needs of society and nation. Responsibility of
school teachers towards society is to produce individuals according to the aspirations of the
National Education Objective based on the National Philosophy of Education (FPK). Pupils who
are excel in school are not only based on their academic performances but also depending on
their way of interaction with the society. Thus, teachers should encourage pupils to participate
in voluntary organizations in the society so as to enhance their excellent performances in
school.

Teachers as agent of change, have to understand the duty and trust placed on them so as to
educate the younger generation who will be adults later. Changes of the education system in
the eighties, such as the introduction of the standard curriculum requires teachers to reorientate
self – reformation in their thinking, attitude and effort in order to equip themselves with
sophisticated knowledge and competent teaching skills. This will assist teachers to improve their
quality and performance in the teaching environment which will be more challenging ahead.
 The Role of Teachers As Agent of Curriculum Change

The change of a teacher’s role today is followed by an appropriate change in teaching-learning

strategy in the classroom. This implies that the teacher training system which are implemented
before is now considered not suitable and unable to meet the complex demands of education
changes today. In order to face challenges and fulfill the new requirements due to the changes
in teaching and learning strategy, teachers should try to equip themselves with the latest
knowledge of ICT and computer teaching skills, so as to play a more effective role in upgrading
the performance of their pupils.

Education is a process that aims to bring changes to pupils according to the change of the
educational environment. Due to current situation where the use of ICT and high technology,
teachers as agent of change are entrusted with the responsibility for providing up-to-date
knowledge, and enhance positive changes of the pupils’ performance and outlook.

Their expertise in reading their environment, working collaboratively with colleagues, and
identifying, owning, and solving problems allows teacher change agents to negotiate effectively
in any school setting. In sum, they are not dependent on others to facilitate their ideas for school
improvement. Further, they seem well-suited to adapt in a world where change is the only
constant. As Berry, Norton, and Byrd (2007) note, the assumption that teachers are less
important to the change process than administrators is so deeply ingrained that the insights of
reform-minded teachers remain a largely untapped resource.

As principals and other administrators come and go, the teachers who go beyond merely going
through the motions of adopting a new improvement initiative or serving as links between the
faculty and the administration are the only ones who can effectively “grow” the school. Like
Hess (2008), we believe that “every teacher can have a meaningful impact in schools”(4). It
is time to invest in the intellectual capital found in our schools themselves to initiate the changes
that are necessary for the school to move closer to reaching all learners. Put simply, teacher
change agents are the ones to whom the education community should be looking as the push
for individual school renewal continues.

Ensuring that all children in Malaysia have access to the educational opportunities provided in
the country has been a key objective of the education system since independence. There are
two elements in “access”: the first involves getting students into seats in schools, and the
second requires students to remain in school long enough to achieve a minimum level of
 The Role of Teachers As Agent of Curriculum Change

schooling. Malaysia’s education system should rightly celebrate its exceptional success in
raising the levels of access to education in Malaysia. Since independence, the country has
achieved near-universal primary and lower secondary enrolment, while participation in
preschool and upper-secondary education has also reached relatively high levels. Although the
country has come a long way in terms of getting students into schools, challenges remain.

Those having to implement the educational changes taking place are the teachers within the
public education system who are having to adopt new ideologies and implement them in their
teaching, since it is the teachers who are responsible for passing on the changes through their
teaching to their students (i.e. the future citizens the governments are concerned to educate).
This double demand (teachers having to change their teaching ideologies and then pass on
those ideologies through their teaching to their students who also have to change) puts teachers
under strain where the changes involved represent a major shift in beliefs and practices, and
can threaten successful implementation unless necessary logistical and professional conditions
are met.

Conclusion

As a conclusion, the role of teachers as the important agent of change can not be denied.
devolving of responsibilities for syllabus and materials design to teachers will only work if
teachers have the necessary knowledge and skills, and are given time to evaluate the thinking
behind new developments. Discontinuous change represented by a swing from an individualistic
school culture to a collaborative one may prove difficult to implement, and the textbook should
not be excluded as a possible powerful agent for change in such circumstances. Teachers then
can be powerful positive forces for change but only if they are given the resources and support
which will enable them to carry out implementation effectively, otherwise the change is more like
to cause stress and disaffection with the change remaining as a pilot within certain schools
rather than creating a renewed national system.
 The Role of Teachers As Agent of Curriculum Change

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