Print ISSN: 1017-5636
Online ISSN: 2412-558X
This article explores the nature, achievement, and implications of teachers' participation in English curriculum development by focusing on teachers' functions, defined as what teachers do.Â Responses to a questionnaire (n=79) and data from a sub-sample (n=12) collected from classroom observations, interviews, teacher self-ratings, and stuident ratings of teachers and their teaching were obtained from teachers in 14 secondary schools in North Trinidad. The study found that teachers have a mainly consultative role in curriculum development. The discussion of the data on teacher functions addresses three issues involved in teacher participation in English curriculum development: its nature, teachers' contribution, and the implications of such teacher contribution for individuals and institutions.