Abstract

• The purpose of this study was to investigate the teachers’ attitudes towards Grade Three curriculum development. The study group was composed of 210 Grade Three teachers from two regions. The research was conducted through quantitative approach. The questionnaire was mainly based on “Trend in International Mathematics and Science Study (TIMSS, 2015)”. The modification process of attitude scale involved taking expert opinions and a pilot study on determining the structural validity and reliability. The scale as a result of analysis consisted of 32 items which were rated on 5-point Likert-scale. The questionnaire composed of six factors. These factors were called teacher’s participation (8 items), cooperation (8 items), resources (4 items), inclusion (5 items), achievement (3 items) and assessment (4 items). In order to study, mean and standard deviation on teachers’ attitudes, descriptive statistics was used. According to the obtained data, the mean percentage of teachers’ attitudes towards Grade Three curriculum development was 76.17%. By using independent sample t-test and one way analysis of variance (ANOVA) with the help of the Statistical Package for Social Science (SPSS) version 22.0, there was no significant difference by gender, region, aged groups, curriculum training and teaching services. But, significant difference was found in types of degree and teacher training. It is found that teachers who got teacher training have higher attitude towards Grade Three curriculum development. The result of the study showed that most teachers have positive attitudes with respect to the new curriculum.