Teachers’ everyday work-for-change: implementing curriculum policy in ‘disadvantaged’ schools

A study on the effect of school culture on teachers’ commitment to curriculum implementation: The mediating role of self-efficacy and job satisfaction

“…The relationship between teacher stress and perceptions of center climate and implementation was not constant. Lynch et al (2023) [ 64 ] confirmed that when they demonstrated that the transitory nature of daily routines and a work environment characterized by continuous turnover of educators and administrators might result in the obscurity of teachers' efforts towards bringing about curriculum.…”