Many combinations of concerns can be imagined and have been observed as seen from the findings. In each case, once the
profile of concerns identified, the important work can begin. The crucial step is using the profile to make concern-based
intervention and move the person toward more advanced use of innovation (Hall & Hord, 2006; p: 142). From the three case
studies presented here, we concluded that all three teachers are not fully aware of the curriculum yet and not much interested in
to the program (see Stage0 scores). Although T1 is merely the one teacher having lower concerns at the earlier stages, he has
very high collaboration concerns at Stage5. To move him toward better use of the program, we need to reduce his collaboration
concerns by giving opportunities to discuss the implementation with other teachers or schools. T1’s low Stage6 scores means that
he yielded to the curriculum content and not thinking of any major changes at this time which is reasonable for a person spending
only two year for using curriculum. We believed that after three to five years, T1 will suggest alternatives to reap more universal
benefit from the curriculum. On the other hand, T2 and T3 still need to be informed about the new philosophy of curriculum and
told about its’ benefits and their roles in it. From their profiles, we brought out T2 became resister and T3 became a nonuser of
the program. Therefore, T2 did not believe the program’s advantages and not following it. On the contrary, T3 seemed to be
interested in to the program and believed his teaching match to the program’s expectations. He is actually becoming a nonuser
positive to the program.
Consequently, these three case is a good indicators for conceptualize the outcomes of change process. Unfortunately, results
revealed that teachers not adopting to the curriculum very well and they have many concerns required to be solved. To make the
advanced use of the 6th grade mathematics curriculum among teachers, curriculum developers and institutions such as Ministry of