The curriculum is one of several foci for change in the more comprehensive school restructuring initiatives currently prevalent in most developed countries. Other foci include, for example, school decisionmaking structures; empowerment of teachers, parents, and students; site-based management; instructional processes; and forms of leadership (Hallinger, Murphy, & Hausman, 1993; Murphy, 1991). Almost all of these initiatives interact (and all are of no mean consequence for what teachers do). Although curriculum reform is the theme for this journal issue, what we have to say about teacher commitment in this article
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Leithwood et al. (1994) studied this question.
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