What role do teachers' beliefs play in the implementation of educational reform?: Nepali teachers’ voice

In the implementation of national educational reform, evaluation reports frequently evaluate change to teachers’ practice as limited. Information about the role that teachers’ beliefs play in this process of change is absent from the discussion. This article explores the literature to design a framework through which teachers’ beliefs in the process of reform may be examined to identify their impact. The resultant framework is applied to research about Nepali primary school teachers undergoing reform in Kathmandu, Nepal. The findings are useful for designers of teacher professional development in reform contexts and educational leadership to differentiate between training requirements and alternative socio-cultural solutions to assist teachers to implement change