A Study of the Influence of the Nine-year-integrated-curriculum Policy on Teachers' Professional Autonomy
Responding to the concept of professional autonomy， one of principal the purposes of this study is designed to explore how it operates in the practical teaching context under the influence created by the nine-year-integrated-curriculum policy. The other key intention is to discover the characteristics of teachers’ behaviours. Research evidence shows that although teacher autonomy was significantly improved by this new policy， some structured constraints firmly remained such as the trifling nature of teaching matters， inadequate time and parental interference. The characteristics of teachers’ behaviours such as individualization and conservatism also generated a profound influence on exercising autonomy to deliver teaching matters. The evidence suggests that under the pressure created by this new policy， teachers reacted differently in terms of deploying new types of behaviours. Nevertheless， such rather negative characteristics were not removed completely.