A Structural Understanding of Curriculum Reconstruction and Implementation Processes among Elementary School Teachers in Jeollanam Province: A Mixed Methods Study

Purpose: This study aimed to comprehensively analyze the perceptions and experiences of elementary school teachers in Jeollanam province regarding curriculum reconstruction and implementation through a mixed methods approach. It explores the autonomous practices of teachers in reconstructing the curriculum as well as the institutional and structural barriers they encountered during the implementation process. Based on this analysis, the study seeks to propose strategies for revitalizing curriculum reconstruction that reflect both regional specificities and teachers' practical experiences. Methods: This study applied a mixed-methods approach. In the quantitative phase, a survey was conducted with 424 elementary teachers. In the qualitative phase, 20 teachers experienced in curriculum reconstruction were selected based on quantitative results. Data were collected through semi-structured in-depth and focus-group interviews, and analyzed using qualitative content analysis. Results: Quantitative findings showed that elementary teachers viewed individual teachers as the primary agents of curriculum reconstruction, often modifying textbooks and using achievement standards based on student needs. Qualitative findings indicated that while teachers aimed to design student-centered curricula reflecting local contexts, they faced barriers such as rigid instructional hour structures, NEIS inefficiencies, inflexible assessments, and administrative burdens. Conclusion: Curriculum reconstruction is essential for realizing student-centered education. To support this, higher-level institutions must increase flexibility in instructional hours and improve the NEIS, while schools should foster professional learning communities and reduce administrative tasks. Teachers also need to strengthen their curriculum literacy and instructional design skills to sustain effective practices.