| Effective strategies and techniques for reform improvement require an understanding of the forces of the change process that facilitate its implementation. The involvement of classroom teachers in the process of formulating changes surface factors that influence reform's effectiveness. Most importantly, teachers' perceptions offer valuable insights to shape changes adjusted to the reality of classroom life and aligned with student needs.;In this context, this study identified and built upon teachers' perceptions of the educational reform undertaken in Cyprus. The purpose of this study was to examine teachers' concerns related to reform and to identify problems of reform implementation. Also, the study aimed to examine the relevance of teachers' concerns and problems of implementation with the process of change. To this end, a sequential-explanatory mixed methods research design was employed containing a survey of teachers and one-on-one interviews of teachers.;The quantitative part of the study revealed that teachers share concerns and encounter problems including: lack of knowledge and training to incorporate reform's requirements, inadequate opportunities for professional development, dealing with impracticable changes, facing negative effects on teaching practices, applying instructional strategies that de-emphasize elements of the curriculum, experiencing increased pressure, and limited time for preparation.;The findings from nine qualitative interviews that were conducted with participants that typified the survey results indicated that teachers concerns were embedded in (a) low teaching morale to incorporate reform's requirements, (b) skepticism about reform's effectiveness, (c) confusion, (d) the use of an instructional method that de-emphasizes grammar, and (e) disbelief about reform's sustainability. Furthermore, teachers encounter problems due to (a) lack of support and resources to apply the changes, (b) difficult and incomprehensive language of reform regulations, (c) unrealistic expectations placed by reformers, (d) the introduction of too many changes all at once, and (e) increased pressure to comply with reform standards.;Finally the study detected that essential components of the change process were poorly accomplished generating teachers' concerns and problems of reform implementation---components such as, teachers' involvement in shaping the changes, teachers' readiness for change, availability of resources to support reform implementation, teachers' consensus on reform initiatives, and reform assessment---refinement. |
