Problems Faced by Teachers in the Implementation of Single National Curriculum at Primary Level
DOI:
https://doi.org/10.58932/MULI0021Keywords:
Single National Curriculum, Teaching Challenges, Teacher Training, PunjabAbstract
This research explored the challenges encountered by teachers while implementing the Single National Curriculum (SNC) across Punjab. Adopting a descriptive and cross-sectional survey approach, the study was carried out in the Lahore district. The target group included 107 primary schools with 1,074 teachers. Data were gathered from 36 participants through purposive sampling, using a researcher-designed questionnaire. After coding, the responses were analyzed using descriptive and inferential statistics through SPSS (Version 25). The findings indicated that insufficient professional training, limited access to technological tools, and inadequate pedagogical skills were major difficulties experienced by teachers. Moreover, the lack of essential teaching materials such as textbooks, workbooks, and aids further complicated classroom management. Disruptions in social structures and institutional hierarchies also acted as obstacles to effective SNC implementation. The study recommends that educational authorities provide continuous training, modern tools, and sufficient teaching resources to facilitate the successful adoption of the Single National Curriculum in Punjab.
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