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Cited by 48Educational Theory and Curriculum StudiesEducation Pedagogy and PracticesGlobal Educational Policies and Reforms

The DOI matches its Crossref record; 31 of the 34 references it cites were found in a registry or an index.

Why are teachers afraid of curricular autonomy? Contradictory effects of the new national curriculum in South Korea

Hong, Won-Pyo, Youngs, Peter·2016·Asia Pacific Journal of Education
DOI 10.1080/02188791.2014.959471
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Abstract

Using interview data from secondary teachers, this study examines conflicting perspectives on the effects of the new national curriculum in South Korea, which was intended to grant more autonomy to individual schools and teachers. Contrary to the general belief that teachers want more autonomy to customize their curricula to meet students' needs, this study found that the participating teachers did not welcome the enhanced curricular autonomy nor did they believe it would diversify the school curriculum. The primary causes of this contradiction are the gap between the desired and the granted autonomy, the new national curriculum's negative impact on the relationships among teachers and their job security, and the prevalent credential culture in South Korea. Based on these findings, this study suggests wider implications for curriculum scholars and policymakers in other contexts concerning the nature and effects of teacher autonomy in curriculum development.

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Citations

Cites

Show all 34 references

Research works printed but not linked: 12

  1. 10.3102/01623737016001021 · DOI
  2. Baek K.-S., 2011, The Korean Journal of Learner-Centered Curriculum and Instruction, 11, 123
  3. Hatch, A. (2002). Doing qualitative research in educational settings. Albany: State University of New York Press.
  4. Jackson, P. W. (1990). Life in classrooms (2nd ed.). New York, NY: Teachers College Press.
  5. Kauffman D., 2005, PNGT Working Paper
  6. Kim B.-J., 2009, The Korean Journal of Politics of Education, 16, 103
  7. Kim C.-G., 2012, The Korean Journal of Education Research, 10, 119
  8. Kim J.-W., 2011, The Korean Journal of Politics of Education, 18, 61
  9. Lortie, D. C. (1975). School teacher. Chicago, IL: University of Chicago Press.
  10. MEST (Ministry of Education, Science and Technology). (2009a). Press material for the 2009 national curriculum. Seoul, Korea: Author.
  11. Pearson L. C., 2005, Educational Research Quarterly, 29, 38
  12. Vieira F., 2007, Independence, 41, 20

Cited by

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Metadata

Authors
Hong, W.-P., & Youngs, P.
Affiliations
  • Yonsei University (KR)
  • University of Virginia (US)
Corresponding author
Hong, Won-Pyo
ORCID
Youngs, Peter
Venue
Asia Pacific Journal of Education
Publisher
Informa UK Limited
Published
2014-09-24
Volume
36
Issue
sup1
Pages
20-33
ISSN
  • 0129-4776 (ISSN-L)
  • 0218-8791
  • 1742-6855
DOI
10.1080/02188791.2014.959471
OpenAlex
W2035454579
Cited by
48
References
34
Citations by year
2026: 2 · 2025: 10 · 2024: 6 · 2023: 8 · 2021: 9 · 2020: 3 · 2019: 5 · 2018: 1 · 2017: 3 · 2016: 1
FWCI
4.34
Type
journal article
Language
en
Open access
closed
Locations
Asia Pacific Journal of Education (publishedVersion)
Topics
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
  • Social Sciences › Education › Education Pedagogy and Practices
  • Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
Keywords
teacher autonomy, curriculum autonomy, national curriculum, South Korea, secondary school teachers, teacher job security, teacher relationships, curriculum development, teacher perceptions

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CoChat. (2026). Citation check: Why are teachers afraid of curricular autonomy? Contradictory effects of the new national curriculum in South Korea. https://app.cochat.ai/papers/10.1080/02188791.2014.959471
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Hong, W.-P., & Youngs, P. (2016). Why are teachers afraid of curricular autonomy? Contradictory effects of the new national curriculum in South Korea. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2014.959471