In this thesis, upper secondary English teachers’ reactions and emotions to Sweden’s upcoming curriculum reform, Gy25, are explored. With various changes, such as subject grades, shifting progression from grading criteria to core content, lowering teachers’ administrative burden, Gy25 aims to enhance the educational focus of the curriculum as well as empowering teachers, their autonomy, and their professionalism. 

This study investigates teachers’ emotional responses and perceptions of these changes as well as in relation to the process through which these changes have been introduced and implemented. It draws its responses from qualitative interviews with eight licensed, experienced, and currently active English teachers who have participated in their schools’ implementation process. Using this material, a thematic analysis was conducted in order to identify patterns among teacher responses, both to the proposed changes, and to the implementation strategies.

The findings reveal a generally positive emotional response to Gy25, particularly regarding the emphasis and focus on a holistic view of education and increased professional autonomy and trust. Largely, teachers described that the Gy25 reform was reflective of their professional values and felt that their perspective was represented within the reform. However, emotions and reactions related to the implementation process were more mixed. Top-down communication strategies elicited frustration and dissatisfaction among some while others instead described feeling content and satisfied. On the other hand, bottom-up change strategies, such as collegial collaboration, were instead perceived wholly as positive, giving teachers a sense of ownership, motivation, and readiness for change. This study highlights an alignment of values, professional autonomy, and locally driven collaboration as key factors for successful implementation of curriculum change.