Exploring the roles and support measures required for teachers in designing and operating school curriculum in elementary and middle schools

Purpose: The purpose of this study was to analyze the current status of teachers’ roles in designing and operating school curriculum and to explore support measures to systematically support teachers’ roles. Methods: To achieve this purpose, this study utilized theoretical exploration, interviews, Delphi surveys, questionnaires, and expert consultations. Results: In this study, the current status of teachers’ roles in designing and operating school curriculum and the corresponding support needs were divided into three periods: stagnation, change introduction, and leap forward. Each period was specified and derived from three aspects: curriculum as a document, system, and culture. Conclusion: The results of this study are expected to be utilized to derive measures to continuously enhance the professionalism of teachers related to the design and operation of the school curriculum. Accordingly, this study also proposed a plan to subdivide the qualification standards for teachers after the first-class regular teacher qualification so that the above research results and the expected effects can be systematized from an institutional aspect.