Teacher Agency and Professional Identity Negotiation amid a Curricular Change

Abstract

Teacher agency in the context of a curriculum change pertains to teachers' ability to make autonomous decisions, adapt and implement new curricular policies, and draw upon their beliefs, values, and professional knowledge and skills to fulfill the specific needs of their students and classroom contexts. This research study investigated teacher agency in the context of a new curriculum in a Lebanese private school that launched the International Baccalaureate Diploma Program (IBDP) as an alternative to the National Lebanese Curriculum. The study aimed to answer three research questions that revolve around the ways teacher agency is exhibited in the context of curricular change, the factors that support teachers' enactment of agency, and how teacher agency influences teacher identity negotiation. The research design adopted a case study approach, using both qualitative and quantitative data collection methods, including a questionnaire, semi-structured interviews, and observation. The results indicated that teachers demonstrated agency through their positive stance toward the new curriculum, involvement in decision-making and new work practices, and negotiation of professional identity. The study highlighted the importance of personal, relational, and contextual factors in supporting teacher agency and identity negotiation. The findings also suggested that teachers felt empowered, creative, and energized while working collaboratively in a supportive environment that facilitated their mission and allowed them to operate effectively and efficiently. Ultimately, the study concluded that teacher agency plays a vital role in successful curricular change, allowing teachers to regulate the curriculum to best meet the needs of their students and make significant contributions to the development and implementation of the novel curriculum.