A PROPOSAL OF CONCEPTUAL FRAMEWORK AND RESEARCH DESIGN ON HOW TO ANALYZE THE EFFECT OF TEACHERS' AGENCY ON HIGH SCHOOL ENGLISH CURRICULUM REFORM

Authors

  • Zhou Jiawei
  • Hanipah Hussin
  • Hu Shuoli
  • Wang Qian
  • Wang Jia
  • Jin Hua

Abstract

The formal release and full implementation of the General High School English Curriculum Standard (2017 Edition) has propelled China’s high school English curriculum reform into a new stage. As teachers are the key participants and practitioners of high school English curriculum reform, figuring out the relationship between high school English curriculum reform and teachers’ agency and whether teachers can improve their agency to better realize the anticipated achievements of high school English curriculum reform has become an inevitable topic. In order to fulfill the above purposes, this paper proposes the conceptual framework and research design on how to analyze the effect of teachers' agency on high school English curriculum reform. In the proposed conceptual framework, the independent variable is the high school English curriculum reform while the dependent variable is English teachers' agency which is moderated by moderator variables such as teachers’ profile and the ecosystem of teachers. In the proposed research design, the methodology is mix-mode research combined with quantitative and qualitative research which can dig out the in-depth relationship between teachers' agency and high school English curriculum reform and thus point out the methods to help teachers improve their agency and fulfill the tasks bestowed to the by the high school English curriculum reform.

 

Keywords: high school English teachers, high school English curriculum, reform teacher’s agency

Downloads

Download data is not yet available.

Downloads

Published

2024-06-17

How to Cite

Zhou Jiawei, Hanipah Hussin, Hu Shuoli, Wang Qian, Wang Jia, & Jin Hua. (2024). A PROPOSAL OF CONCEPTUAL FRAMEWORK AND RESEARCH DESIGN ON HOW TO ANALYZE THE EFFECT OF TEACHERS’ AGENCY ON HIGH SCHOOL ENGLISH CURRICULUM REFORM. Journal of Human Capital Development (JHCD), 17(1), 63–74. Retrieved from https://jhcd.utem.edu.my/jhcd/article/view/6460

Issue

Vol. 17 No. 1 (2024)

Section

ARTICLES

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).