Positive and Negative Affect in Curriculum Reform: Insights From Teachers in Kosovo

This study explores how teachers’ emotions affect curriculum reform implementation in Kosovo. Using data from 163 teachers and guided by emotional labor theory, it examines the effects of positive and negative affect on understanding, applying, and perceiving a new competency-based curriculum. Results show that positive affect significantly enhances teachers’ comprehension, use of student-centered methods, and practical application, while negative affect is linked to lower understanding and more negative perceptions of reform. These findings underscore the crucial role of emotions in shaping educational change and highlight the need for emotional support to ensure successful and sustainable curriculum implementation.