Purpose – The willingness of teachers to be part of and contribute to education reform is crucial for its success and effectiveness. Based on the motivation theory of Bandura (1986), Leithwood et al. (1999) conceptualized teachers’ motivation as part of educational change and described it using four dimensions including personal goals, context beliefs, personal beliefs, and emotional arousal. They also defined teachers’ commitment to change as teachers’ identification with or desire to be part of the change process. To date, most studies relating to teacher commitment to change have been conducted quantitatively, with comparatively little qualitative investigation into teachers’ lived experiences during a period of curricular reform. The purpose of this paper is to fill this qualitative gap in the literature and describes the realities of Chinese secondary teachers during a period of curricular reform. It investigated how the four dimensions of teachers’ commitment to change interact with one another duri...

中文翻译：

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中文教师对教师改革承诺的看法

目的–教师参与和促进教育改革的意愿对于其成功和有效性至关重要。根据Bandura（1986）的动机理论，Leithwood等。（1999）将教师的动机概念化为教育变革的一部分，并使用四个维度来描述它，包括个人目标，情境信念，个人信念和情感唤起。他们还将教师对变革的承诺定义为教师认同或希望成为变革过程的一部分。迄今为止，大多数与教师对变革的承诺有关的研究都是定量进行的，而对课程改革期间教师的生活经历的定性研究相对较少。本文的目的是填补文献中的质的空白，并描述课程改革期间中文中学教师的现状。它研究了教师对变革的承诺的四个方面如何相互影响。