Sustainable school development is suggested to result in both meaningful learning and enhanced well-being for those involved in the reform work. The aim of the study was to gain a better understanding of the relations between the strategies utilised in school development work, school impact of the reform and burdening in the context of curriculum…

Based on an interdisciplinary theoretical approach, this study examines the relationship between school principals' perceived satisfaction of their basic psychological needs during curriculum reform, their evaluation of the new curriculum's usability, their emotional experience and their readiness to engage actively in the curriculum…

As transfers of educational ideas across countries accelerate in the twenty-first century with globalization, studies on educational change have lagged in foregrounding the importance of cross-national contexts when ideas traverse borders. This qualitative study investigates 30 Singapore teachers' perceptions of challenges involved in implementing…