Nepali primary school teachers’ beliefs and classroom practice in the context of educational reform

This research explored the role that the beliefs of Nepali primary school teachers played in their implementation of educational reform. The results indicate Nepali teachers’ agreement with the reform goals but identified factors that directly and indirectly inhibited their implementation of new practices. The emergent ‘Teacher beliefs framework for reform implementation’ was designed to facilitate the examination of the interplay between teachers’ beliefs and identified contextual factors that inhibit their implementation of change. Recommendations are made concerning way that stakeholders involved in the design and implementation of educational reform can support teachers’ negotiation of contextual factors to improve educational outcomes.