DIFFICULTIES FACED BY PUBLIC SECTOR TEACHERS TO PRACTICE SINGLE NATIONAL CURRICULUM: A CASE OF 8TH-GRADE MATHEMATICS

Abstract

The study examined the challenge public school teachers face in implementing the Single National Curriculum (SNC) for 8th-grade mathematics in Pakistan. The study holds significance in providing insights into the challenges faced by public school teachers in implementing the SNC and has practical implications for educational policy and teacher training in Pakistan. A quantitative approach was employed, using a questionnaire with closed-ended questions to gather data from 100 teachers. The findings revealed that teachers struggle with comprehending math content, teaching new concepts, and locating relevant resources. Additionally, teachers feel inadequately trained to teach the new syllabus and encounter difficulties in connecting new concepts to real-life examples. Lack of student interest in new mathematical concepts was also identified as a significant challenge. The study's outcomes provide valuable insights into the obstacles faced by teachers in implementing the SNC, emphasizing the need for comprehensive support and training to address these challenges effectively. The study's findings can be utilized to assess the obstacles teachers face and enhance the SNC implementation.