Exploring and Identifying the Role of Teacher's Culture in the face of Curriculum Changes: A Combination Study

The aim of this study was exploring and identifying the role of teacher’s culture in the face of curriculum changes in Lorestan Province. Mixed method and exploratory study is used as research methodology and this study is an applied research in terms of purpose. The Sample of study was elementary teachers of Lorestan province; in qualitative method the sample were selected theoretically until saturation stage and in the quantitative method the sample were selected by random cluster sampling method. In qualitative section¡ interview was used as tools of gathering data and a Self-made questionnaire was used in the quantitative section. The research result in the qualitative method showed that the type of change¡ root of changes¡ Agents of Change¡ attitude of changes¡ cultural traits¡ normative indicators and teachers’ culture of Participation and Communication are deferent in terms of gender¡ work experience¡ work place and degree of education. The curriculum changes were predicted by Teachers'' culture factors. According to beta coefficient (β) it’s observed that cultural traits¡ normative factors¡ teacher’s culture of Participation and Communication were the significant predictor in the face of curriculum changes. The achievement of this research is identifying the values and basic beliefs of teachers with different cultures in relation with changes. Other achievement returns to Culture that is an effective factor in attitudes¡ types¡ causes and roots of changes in different regions.