Primary teachers' perceptions of policy for curriculum reform in Cyprus : with special reference to mathematics

The thesis reports and analyses findings from an investigation into Cypriot teachers' perceptions of national policy for curriculum reform in primary schools, with special reference to teaching and assessment in Mathematics. Questionnaires were sent to three samples of teachers: a 10% sample of Cypriot teachers randomly selected from the total population (n=257); all teachers in five primary schools (n=51); all beginning teachers (n=123). The latter sample was compared with a sample of English beginning teachers. A response rate of 70% was obtained and statistical analysis was carried out by SPSS-X. Semi-structured interviews were conducted with 20 teachers, mainly as a form of triangulation. There were seven main findings. First, curricular purposes concerning pupils' ability to solve investigations, and to gain mathematical knowledge were seen as equally important; and ability to talk about Mathematics the least important. Second, formative purposes of assessment were accorded most, and summative purposes least importance. Third, teachers agreed with active pedagogy and with the application of mathematics to other subjects. Fourth, they conceptualised assessment as natural part of teaching but paradoxically favoured formally structured techniques of assessment. Fifth, classroom organisation rarely met policy requirements for a balance of whole class, group and individual activities. Sixth, cluster analysis revealed the absence of a collective professional view of the process of curriculum change. Seventh, statistically significant differences in perceptions were associated with characteristics of the class taught but there was no whole school effect. Other influences on perceptions were professional and political. Implications for the implementation of curriculum policy in Cyprus are discussed drawing on the theories of Nias and Fullan. It is argued that a revised policy, emphasising teacher participation and school-based development is needed and this would require a new conception of teacher professionalism. A heuristic model of curriculum change and a short term strategy for curriculum change are outlined