Teachers emotions are not often well considered when schools and education systems start new changes. The purpose of this study is to explore teachers emotions toward outcome-based curriculum change as enacted by the Abu Dhabi Educational Council (ADEC) in 2010 at the United Arab Emirates. The study is qualitative in nature where it used interviews with teachers in primary schools that cater for grades 1-5 in Abu Dhabi and Al Ain public schools. The study used Reios theoretical model of the influence of reform on teacher identity, emotions, risk taking and learning and development. The results indicated that educational reform could have a negative impact on teachers emotions and professional identity. It is recommended that policymakers ensure that all teachers are prepared, trained, and knowledgeable about the changes implemented. In addition, teachers should be part of the change so they can be motivated and confident to implement it.
Teacher emotion; Teacher Identity; Outcome-Based Curriculum; UAE education