“…The teacherís identity and the influence of teachersí attitudes and understandings of the success of educational reforms have been investigated in different countries (Craig, 2006;Drake & Sherin, 2006;M‰rz & Kelchtermans, 2013;Shkedi, 2006;Vulliamy, Kimonen, Nevalainen, & Webb, 1997;Wallace & Priestley, 2011). Also, formation of teacher identity related to curricular reforms (Handler, 2010;Sloan, 2006), the teacherís autonomy in making curricular decisions (Wermke & Hˆstf‰lt, 2014), teachersí ratings of the decentralisation of curriculum policy (Lundahl, 2005;Osei & Brock, 2006;Wong, 2006Wong, , 2008, the influence of participation in the development of school curricula on teachersí professional development (Law, Galton, & Wan, 2007;Priestley, Edwards, & Priestley, 2012), teachersí curricular beliefs and conceptual approaches in developing and implementing school curricula (Shawer, 2010;Van Driel, Bulte, & Verloop, 2007, 2008 and teachersí opinions of the possibility of implementing different aspects and components of curricula (Shkedi, 1998;Shriner, Schlee, & Libler, 2010) have been studied extensively.…”