Investigating the Impact of Principals' and Teachers' Involvement in Curriculum Development and its implementation in District Quetta
Year: 2025
Type: article
Study design: Observational Study
Abstract: The study has examined the roles played by principals and teachers in the curriculum developments and implementations in District Quetta Pakistan. The study was quantitative in nature and it used a stratified random sample of 113 principals and 180 teachers. The instrument of the study was a structured questionnaire and the items of questionnaire were in Likert scale. The findings have revealed a significant gap between Principals and Teachers involvement and their participation in policy-level decision-making. While 83.2% of principals reported adapting the curriculum to local needs and 60.6% of teachers found the content relevant to classroom contexts, systemic barriers remained evident. Notably, 74.4% of principals were excluded from curriculum policy discussions, 61.9% reported not receiving timely curriculum updates, and only 24.4% of teachers were consulted about curriculum changes. Chi-square analyses (p < 0.05) confirmed that these patterns were statistically significant and not due to chance. These results underscore a paradox: educators demonstrate strong implementation capacity but remain marginalized in curriculum decision-making.
DOI: 10.58622/b0g9eg21
Authors: Latif Ullah, Shahida Sajjad
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4415025067
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