An Analysis of Elementary School Teachers' Stages of Concern and Levels of Use Regarding the Teacher Curriculum in Jeollanam Province

Purpose: This study aimed to analyze the Stages of Concern and Levels of Use among elementary school teachers in Jeollanam Province regarding the teacher curriculum, with a particular focus on differences by instructional leadership level. Given the region's rural context and high proportion of small schools, the study applied a structured framework to examine teachers' affective responses and behavioral practices in implementing the teacher curriculum. The findings aim to propose support strategies that reflect regional characteristics and teacher needs. Methods: Grounded in the Concerns-Based Adoption Model (CBAM), this quantitative study surveyed 185 elementary school teachers working in Jeollanam Province. The Stages of Concern were measured using the Stages of Concern Questionnaire (SoCQ), and the Levels of Use were assessed with a structured instrument based on the LoU framework. Differences in responses were also analyzed according to teachers' levels of instructional leadership. Results: Teachers showed relatively high concern at the informational, personal, and management stages but low concern at the consequence, collaboration, and refocusing stages. In terms of use, most teachers were at the mechanical use and non-use stages, indicating limited advancement toward autonomous and creative implementation. Teachers with higher instructional leadership levels exhibited significantly higher concern at later stages and greater representation at integration and renewal levels of use. Conclusion: The study confirms that curriculum enactment capability, instructional leadership, and collaborative school culture are essential factors for activating teacher curriculum implementation. To promote effective use, the following are recommended: (1)enhancing teacher professionalism through curriculum literacy, (2)cultivating a collaborative school culture, (3)securing institutional and temporal support, and (4)providing policy-level guidance and feedback systems. The study provides practical and policy insights based on an in-depth analysis of teachers' Stages of Concern and Levels of Use in the unique educational context of Jeollanam Province.