Challenges Faced by Teachers to Implement Single National Curriculum at Primary School Level in District Sahiwal

Abstract

A national curriculum can also provide a basis for assessment and accountability by establishing standards for student achievement and providing a framework for evaluating students’ progress and teacher effectiveness. Teachers can assess the efficacy of a single national curriculum based on its relevance to real-world contexts and future employability. The study aimed to determine the teachers' attitudes and perceptions about the single national curriculum at the school level. This study was conducted in the district of Sahiwal. After attaining the list, 25 primary schools were randomly selected for the data collection. In these selected schools, 128 teachers were working and were considered the sample of the present study. Well-structured questionnaires were used to collect data from teachers. Data were analyzed through Statistical Packages for Social Sciences (SPSS). The management is willing to implement the new curriculum, and 43% of the teachers agreed. 44% of teachers agreed that the new curriculum improves the students' critical thinking and problem-solving process. Results described that 37% of the teachers agree that for successful implementation of a Single national curriculum (SNC), the textbook should be provided to the staff to meet the standards followed by the teachers. It was recommended that collaboration among various stakeholders, such as government agencies, non-profit organizations, and local communities be encouraged.