THE AGENTIC ROLE OF LITERATURE TEACHERS IN THE PROCESS OF DIDACTIC TRANSPOSITION IN HIGH SCHOOLS

Abstract

This study investigates the agentic role of high school Literature teachers in the process of didactic transposition under the 2018 General Education Program reform. It aims to analyze their perceptions and manifestations of agency and to identify the factors influencing this process. Employing an explanatory sequential mixed-methods design, the study first conducted a quantitative survey with 350 teachers, followed by in-depth qualitative interviews with 15 teachers to interpret the findings. The primary results reveal a profound paradox: while teachers hold highly positive perceptions of their roles in knowledge construction and methodological innovation (M = 4.39), their pedagogical practices are severely constrained by the pressure from examinations (M = 4.78), which was identified as the most significant barrier. This pressure distorts educational objectives, compelling teachers to shift from being creative educators to “test-preparation trainers”. The study concludes that teacher agency is a prerequisite for successful reform but can only be fully realized when there is absolute consistency between the curriculum's philosophy and the orientation of the examination and assessment system.