Turkish Journal of Computer and Mathematics Education Vol.12 No.3 (2021), 37-44 Research Article 37 Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations Romarzila Omar* 1 , Hazhari Ismail 2 , Ruslan Abdullah 3 , Zanaton Hj Iksan 4 , Rosniza Mohamed Zain 5 1 PhD, Early Childhood Education Department, Sultan Idris Education Unversity, 35900 Tanjung Malim, Perak, Malaysia 2 Early Childhood Education Department, Sultan Idris Education Unversity, 35900 Tanjung Malim, Perak, Malaysia 3 PhD, Teacher Education Institutes, Malay Language Campus, 59990, Kuala Lumpur, Malaysia 4 PhD, Faculty of Education, The National University of Malaysia,43600 UKM Bangi, Selangor, Malaysia 5 Faculty of Education, The National University of Malaysia, 43600 UKM Bangi, Selangor, Malaysia romarzila@fpm.upsi.edu.my* 1 Article History: Received: 10 November 2020; Revised: 12 January 2021; Accepted: 27 January 2021; Published online: 05 April 2021 Abstract: This article reports the results of a study on the Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations. The implementation of curricular innovations is a complex process. Studies on curricular changes have shown that teachers play a pivotal role in the success or the failure of implementation projects. The study focuses on teachers’ perceptions and attitudes toward the implementation of the newly introduced National Preschool Curriculum Standards (NPCS) in Malayisan preschools. The study uses the survey method involving preschool teachers set to explore the teachers’ level of knowledge about the curricular innovations, the teachers’ level of skill in implementing the curricular innovations, and the teachers attitudes towards the change. Data was gathered using questionnaires that captured teachers knowledge, skills and attitudes towards NPCS. Findings showed that teachers had high mean score on knowledge of NPCS and positive attitudes towards the curricular innovations. However the low to moderate mean score on teachers’ skills in implementing curricular changes indicate that they are notready and lack in proficiencies to implement the changes as required. The results suggest that teachers need professional development promoted by personal learning and understanding, support and guidance as well as planned intervention programs in order to equip them with the necessary skills to ensure the grounded change in curriculum can be successfully initiated and the NPCS is a reality. Keywords: Curricular innovation, teachers’ knowledge, teachers’ skill, teachers’ attitudes, National Presshool Curriculum Standards, Malaysia 1. Introduction Recent studies indicate that the implementation of curricular innovation initiatives demand systemic change and involves a wide range of factors whose inter-relationships are not fully understood (Nik Salmi Nurulhuda, 2020; Ruslan, 2018; Romarzila, 2017; OECD, 2016; Senussi Mohamed, 2013; Darling-Hammond, 2009). Most studies of educational change in particular curricular innovations report on disappointments from the projects’ outcomes ( Zimmerman, 2006; Collinson, 2010). According to Fullan (2015) implementation is a process which put into practice nes ideas, programs, or set of activities and structures in the people attemping or expected to change. It is not easy to implementing a new curriculum (Sahlberg, 2005). Success of curriculum of reform or change depends on a number of factors at the implementation stage. Fullan (2015) identifies nine factors affecting implementition of change process and he classifies these factors into three groups namely characteristics of change, local characteristics and external factors. These factors affecting implementation are defined as “system variables” which lead to success or failures of the implementation. Teacherisa one of the factors affecting implementation and placed the teacher as a factor under the local characteristics (Nik Salmi Nurulhuda, 2020). However the eight factors closely interact with the teacher as factors affecting implementation. Fullan views that the teachers as the most crucial that influences the success of any educational change. It is indisputable that teachers are key to the success of curriculum reforms (Nurhamimi. 2020; Bantwini, 2010; Ma et. al, 2009). Beginning in 2017, the Ministry of Education introduced National Preschool Education Standards (NPCS, 2017) nationwide. In line with the National Philosophy of Education, the NPCS focuses on the holistic and balanced development of the child to prepare them to be a young learner with positive attitudes towards learning as well as acquire sufficient basics skills in preparation for primary schooling. The curriculum focuses on standard content and standard learning processes. Standard content is defined as specific statements on aspects that a child should know and be able to do at a specific point of schooling. These aspects consist of knowledge, skills and values. The standard learning process is defined as specific criterion or indicator of achievement in the form behavioural objectives that ensure the mastery of standard content. The curriculum adopts a modular approach of teaching and learning – namely, the Basic Module and the Thematic Module. The Basic Module