Exploring curriculum delivery: An ethnographic study of teachers' working satisfaction through the curriculum reform process

Abstract

The article brings perspective to teachers' individual feelings and thoughts while a major curriculum reform in Abu Dhabi public schools is taking place. The aim is to identify specific curricular conditions and curriculum delivery models affecting the school community, students' learning, teachers' work satisfaction, and school culture as a whole. In the study, teachers reflect on their adaptations and emotions for the new curriculum and the changes occurring in schools. This ethnographic action study took place in four schools following 12 teachers' reflections during two school trimesters with weekly journals. The results reveal the positive pursuit of teachers to achieve expected results and adapt to the new curriculum. Results indicate that collaborative planning and stronger autonomy in the pacing of outcomes could be the key to an even more plentiful school culture in Abu Dhabi schools.