GURU role important in the implementation of a curriculum innovation.

Without the involvement of teachers active, curriculum goals designed difficult to

achieve.
Generally, the involvement teachers in the implementation process innovation in
school curriculum
vary in addition challenges and obstaclesin executing iteffective. Among the
obstacles
Such is the attitude of someteachers, already in love confrontation with the
Although school facilities
required to be fulfilled by the school administration concerned. In the same
time,implementation of innovations also face barriers due there is a feeling of
worry,conflict, fear and anxiety and Master difficulty to change existing practice to
practice new. Even still too There are obstacles in terms of
psychology as uncertainty in the use of tools including sophisticated tools
electronics and technology
computer and telecommunications.The existence and concerns the changes in the
curriculum involving the use of diistiliihkan technology as technophobia.I Aspect
teachers' commitment to implement an innovation in also affect the classroom the
extent of involvement of teachers secara totalsebagai agen
curriculum transformation. Aspect, This commitment will affect teachers' perception
of implementation of the innovation itself.Next, the perception terse but will also
influence the attitudes and teacher behavior in the process teaching and learning.
Although there problems in implementation innovation, as a nation who is heading
the advanced era knowledge and skills will determine the readiness of teachers in
implementing such innovations own.Teacher motivation is variables at issue
important in the implementation, innovation at the school. Studies before This much
concludes that work basil, teacher competence and how teachers react
educational practice they will more effective if the level of motivation they are high.
Teacher motivated in this context refers to educators and has a vision to have a
high potential achieving the level of education duriia class, Malaysia continues
introduced the couple ':: dal:; PL111 Philips menyempun; l.alqm service,
Effectively, helpless: r Competitiveness,creative, positive and focused attention to
achievements educational goals. In addition,highly motivated teachers will always
have the urge
Intrinsic and ekstrinsik.yang allows metastasis can school curriculum innovation for
goals but terse.

Among such pelaIGanaan, Smart Schools, Smart Lab,Net Schools Project and etc.
However,many hurdles must be passed especially in terms of implementation to get
support and commitment of teachers. Teachers maybe a little bit of
feel,uncomfortable with change curriculum and innovation introduced particularly
This involves teaching and will change their role in the classroom.In order to realize
transformation in curriculum innovation There are many challenges schools faced
for enable implementation effectively implemented.Demographic background
different, the location of the school,
capacity and capability teachers in terms of motivation, attitude,generate ideas and
always help organizations regardless of school boundaries time.The question is
whether teachers have a high level of motivation
capable D; lelonjakkan transformation
and further strengthen
the total curriculum.
Describe the general view
Many teachers feel less
comfortable against the introduction of a
innovation in school for fear
that these changes will
interfere with the comfort and
affect the functions and roles
and they either ~ ung
or indirectly, in particular
associated with the process
teaching and learning.
This is true because
due to the increase in teachers' duties
the introduction of an innovation will
evoke emotional stress

among some teachers.

Emotional disturbances and level
high pressure influenced
by their inability
powerless to act on
but terse innovation. In the event that
apply pressure on an ongoing basis
hence the motivation of teachers will
and is likely to be affected
relationship between teachers and students
and fellow teachers will be
tenuous. Eventually this may
will affect the level of
personal development guru
own and teacher effectiveness
in performing tasks.
. seharian'di school.
In the same time also
found that low teacher
motivation levels tend
to oppose an innovation
due to his low
self and a sense of isolation in schools.
The situation between .lainnya also
attitude stems from the
school administrators themselves that there

Sometimes often ignored

ask them and less
related to teachers' views
the implementation of an innovation.
The second issue that shape
transformation of curriculum innovation
The school involves attitudes.
teacher. Generally issues
This can be reviewed by
several factors that inhibit
active involvement of teachers
in the process of transformation
the curriculum. Among them is
factor of inertia of the teachers had
feel comfortable and satisfied
with what is being experienced,
therefore they do not want
be: t: change. Next feel threatened
with each time change
applicable, individual teachers feel
less secure due
incidence of incertitude '
to do something
the new changes. End
once were time and,
facility. Few teachers often

under the guise of complaints

that they are not enough
time and there is no facility for
justify the reasons for
refrain from engaging
in the implementation of an innovation.
The next issue is suggestive
to knowledge and
professional skills
dalaIll important; ensure
implications for teaching or innovation
that has been done to
their students.
The willingness of teachers to
implement an innovation
are important questions that
necessary, considered by
party planning education
so that there is harmony
between the implementing innovation
(Teacher) with designers
innovation itself. Implementation
innovation is inhibited if the
education authorities consider
pendididikan innovation as
a necessity, while

teacher saw it at an angle

'. contrary view.
"'The process of curriculum innovation
must be able to change and
seterusmya lead displacement
The new paradigm of change
of trends in
implementation of
kesatian success: transformation
the curriculum. This is due to
teacher ratio control in
terse but they can drive
to perform
effective from time to time. '
In this context, the seriousness
to act proactively
knowledge-based and
skills and the ability to
manifests knowledge
and skills in the form
behavior is a problem
trees should be emphasized
by educators toward
disclose curriculum innovation.
The fourth issue is related
with a focus on teacher ratio. Issue

This implies that

a teacher has
differentiated level of concentration
in receiving and
implement transformation
and curriculum innovation. In
This context should be wise teacher
to give priority
between the focus of a personal nature,
focus on their task
or focus on whether
emphasis on the technical aspects
such as the provision of bad tan and
training aspects
associated with the development
teacher behavior, norms, attitudes
and changes in school culture.
Schools should be prepared
change with time. Trend
changes in the curriculum in Malaysia
quite rapidly in the decades
This advanced and expected
will continue in tandem with
the changing needs of education
and global premiere. By the