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Title An Analysis of The Role Of Principals in Curriculum–Implementation At Secondary Level in Peshawar District, Khyber Pakhtunkhwa, Pakistan

Author(s) Obaid Ullah

Abstract The role of a principal is multidimensional and includes management of academics, provision of conducive ambient and environment for successful promotion of teaching–learning process, maintaining proper discipline, and implementation of curriculum. The implementation of curriculum is one of the basic and fundamental responsibility of principals. The overall tasks and jobs performed by principals come under the umbrella of this task. If the principals provide quality materials to leaners, and conducive environment for teaching–learning process but fails to implement the curriculum effectively, then the school objectives will not be achieved. It is the major responsibility of the principals to develop certain achieving vision and mission for implementing the curriculum in a limited time frame by taking consent from the stakeholders. The major objective of the study was to explore the role of principals in curriculum implementation at the secondary level in district Peshawar, and to identify gaps that hamper them in the implementation of curriculum. The study was descriptive in nature. All the 77 Principals / Headmasters of Government Secondary Schools in district Peshawar constituted sample of the study and close ended questionnaire was subjected. The statistical test used for analyzing the data was Chi – square test. The results of the study reveal that various schools had not established or structured their vision and mission for academic uplifting and modification. In majority cases, the staff members were not included in the process of curriculum implementation, lack of proper drafting regarding winning confidence of stakeholders, no planned strategies were designed, and if strategies were developed then the curriculum implementers and subordinates failed to get first–hand experience. The study recommended that the proper evaluation of educational policies with consent from stakeholders ought to be framed. Designing novel approaches regarding pedagogical skills and development of mutual understanding among curriculum implementers were also the recommendations.

Type Thesis/Dissertation MS

Faculty Social Sciences

Department Education

Language English

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