Problems of Curriculum Change: A Cross-Sectional Study of Primary School Teachers

Abstract

The overhaul of the curriculum has emerged as a key priority in the transformation of the education system. It is intended to boost the quality of education of teachers and learners. However, over the years, the curriculum change in Pakistan's education system does not seem to achieve its intended objectives. Therefore, this quantitative research investigates the problems teachers face due to curriculum change at the primary level. The study sample consisted of 348 primary school teachers (Male = 174, Female = 174) selected from 04 districts of the Poonch Division. It draws upon empirical data from a self-developed questionnaire based on 24 items. Multilevel analyses, frequency, percentage, mean and Chi-Square were calculated to measure the reflections. Results revealed that teachers supported the change when they are involved in this process. It becomes apparent from findings that lack of resources, in-service training, professional courses, required qualification, and lack of audio-visual aids are the fundamental problems. So, the government should support the teachers and motivate them when curriculum changes are needed. The study guidelines will help curriculum creators, school administrators and teachers to improve the consistency of primary school curriculum change management.