Bridging the Gap from Policy to Practice
Examining Teacher Autonomy, Socioeconomic Factors, and Curriculum Implementation Across School Levels in District Ziarat, Balochistan
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The explanatory study aims to examine teacher autonomy, socioeconomic barriers, and curriculum implementation across school levels in District Ziarat, Balochistan. Using a descriptive-correlational approach, the study explores the relationship between teacher-related challenges and the implementation of the Single National Curriculum, and examines the mediating role of teacher autonomy in curriculum implementation, in relation to their socioeconomic factors and monthly salary. Using proportional sampling, teachers from the known population were selected. A predesigned questionnaire was used, which demonstrated a very strong Cronbach’s Alpha. Findings suggest that teacher-related challenges were significantly correlated with curriculum implementation, indicating that greater challenge was associated with a greater impact on implementation. Socioeconomic factors significantly influence teacher autonomy, as higher teacher autonomy improves curriculum implementation, but teacher autonomy partially mediates this relationship. However, teachers’ monthly salaries do not influence teacher autonomy, but teacher autonomy directly affects curriculum implementation. Furthermore, no significant differences in teacher-related challenges across school levels were observed, with workload and management showing only marginal differences. The study recommends a balanced curriculum framework that combines national standards with contextual flexibility. Furthermore, curriculum reforms should formally incorporate teachers' feedback.
Keywords:
Curriculum Implementation, School Levels, Single National Curriculum, Socioeconomic Factors, Teacher Autonomy, Ziarat, BalochistanReferences
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