Challenges Faced by Teachers in Implementing the Single National Curriculum (SNC) in District Ziarat- Quetta

Abstract

The Single National Curriculum in Pakistan was one of the government’s strategies in trying to set targets and goals of improvement of educational standards to enhance the quality of education in the country. This quantitative explanatory study used a descriptive-correlational approach to explore the various challenges faced by teachers in implementing the Single National Curriculum in District Ziarat of the province of Baluchistan in Pakistan. Through a simple random sampling, 250 teachers from primary, secondary, middle, and higher secondary schools of district Ziarat were selected. A self-structured closed-ended questionnaire was developed to explore the various aspects of Teacher’s Challenges. Results demonstrate that teacher challenges are moderate to high across all dimensions, even though all categories of challenge are statistically significant in their distribution. Overall, teachers perceived notable challenges affecting curriculum implementation, with teacher autonomy and administrative and principal support showing slightly higher mean scores, indicating a stronger perceived impact. The results found that there is a significant relationship between teacher-related challenges (training, resources, autonomy, workload, and administration support) and the implementation of the SNC. Additionally, all dimensions of challenges are equally significant, suggesting a systematic and interconnected impact on SNC implementation rather than isolated issues.