An Exploration of the Impact of Curriculum Reform on Teacher Wellbeing

Abstract

Wellbeing is unquestionably becoming a more prominent topic in discussions especially in the Irish education system. In this study the impact of curriculum change on the wellbeing of teachers is going to be explored. This study examines if there is a direct connection between wellbeing and curriculum reform alongside if there are positive or negative impacts as a result of this correlation. Relevant literature in these areas will be analysed from a theoretical, policy analysis and an in practice lens. A mixed method approach is adapted, both qualitative data and quantitative data, which are both significant in addressing the research question. When combined the two datasets produced an enlightening representation of the perspectives of secondary school teachers. A likert questionnaire and semi-structured interviews were conducted to explore teachers’ perceptions of the impact of curriculum reform on their wellbeing and if it has an impact on the teaching and learning outcomes in their classroom. The findings captured teachers voices on the impact of curriculum reform and the challenges that can be present. Increased workload was a common theme throughout the research stage and the results uncovered the importance of having a supportive staff and strong leadership team when combating this issue. It was also found that teacher wellbeing is somewhat overlooked particularly during curriculum change and further strategies and plans need to be developed in order to combat these issues. Furthermore, this study recommends that teachers complete continuous professional development in wellbeing not only to benefit themselves but the learning outcomes for the students.