The implementation of new curriculum involves teachers, new materials, methods,and processes on a regular basis. As a key in implementing new curriculum, teachers must be able to understand what is expected of them and they must be able to envision what standards look like in their classrooms. The purpose of this study was to explore the implementation of Curriculum for Education Unit as new curriculum by teachers of vocational school. The study focused on factors within the school contextual environment influencing implementation the new curriculum, specifically leadership, school culture, and teachers perception. The study adopted the mixed methodology research design which was premised on the triangulation data sources approach. The quantitative data collection, was used Stage of Concern Questionnaire(SoCQ) and for qualitative data collection this research using informal interview and observation. For data collection, informal interviews and observations of sixteen teachers and school leaders were conducted over a period of seven months. The resulting profiles of school culture, leadership elements, and teacher's perception were analyzed for patterns and themes related to implementation levels and changes in performance including adapt and adopt of new curriculum. The major findigs of this study were that teacher's perception was reflected in their adapt and adopt of new curriculum implementation. Teacher's perception were influenced by school culture and leadership factors. The implication of the findings is that while the design of improvement curriculum addressing to student achievement, the determining factor is centered on individual teacher perceives the merits of the curriculum. To address successful implementation of Curriculum for Education Unit will require that training and support in transform new curriculum and developing leadership as starting point
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