TEACHERS’ PERCEPTIONS REGARDING IMPLEMENTATION OF SINGLE NATIONAL CURRICULUM: A CASE STUDY OF PRIMARY SCHOOLS, DISTRICT KECH

Abstract

The curriculum is considered the building block of education worldwide, containing a comprehensive set of topics and data to be studied. This study aimed to explore teachers' perceptions regarding the implementation of the Single National Curriculum at the primary school level in District Kech, Balochistan. The qualitative case study approach was used to conduct an in-depth study. Purposive sampling was employed for the selection of 20 primary school teachers from public schools in District Kech. The data were collected through semi-structured interviews. Data were analyzed, and themes were generated through NVivo 14 software. The study found that teachers faced many difficulties due to curriculum changes. It also revealed that teachers encountered various challenges in teaching the curriculum content, as they had not been provided with the necessary training needed to deliver courses efficiently. In addition, the study found that changes in the medium of instruction, lengthy course content, and delayed or inadequate supplies of educational materials, like books and booklets, exacerbated this situation. Moreover, the findings revealed that a high student-to-teacher ratio and limited classroom space compromised the quality of education. Even with the move toward innovative methods, students still lack basic resources such as charts and graphics, and there are insufficient resources to support the Single National Curriculum (SNC). Although the curriculum reform was introduced with good intentions, it has not considerably improved student learning outcomes because teachers have not been involved, trained, or supplied with the necessary resources. Teachers are disappointed and unsatisfied with the lack of professional supervision, since the new curriculum's complexity and the lack of assistance have made it difficult for them to impart knowledge. Furthermore, the present study emphasized the urgent need for professional development, especially for primary teachers. There should be checks and balances in schools, and schools should be equipped with essential materials such as textbooks, guidebooks, and graphic charts.