An Analysis of Teachers' Perspectives about the Implementation of Integrated Curriculum in Primary Schools

Abstract

            The researchers' main goal was to identify variables that may impact instructors' adoption of integrated curriculum (IC). Jacob's model was used to define integrated curriculums' contentious notion, and that was done to create a consistent research background. The researcher used a random selection strategy to choose three primary schools in the District Sheikhupura for data gathering. To find out how a well-integrated curriculum is implemented in primary schools, the researcher conducted in-depth interviews with the heads of primary schools. To verify data validity and uphold heads' responses, the researcher conducted in-depth interviews of the teachers of the same schools, qualitative data of both teachers and heads were used. Results showed that most teachers implemented integrated curriculum regularly; On the other hand, the teachers and students chose to utilize a less integrated approach. In addition, the research found that despite instructors mostly agreeing that integrated curriculum is beneficial and that they are aware and skilled in using the integrated curriculum, their degrees of agreement on other aspects affecting integrated curriculum implementation differed. The role of instructors' scheduling time and comparable working hours about their colleagues in influencing teacher use of integrated curriculum was shown to be necessary. The extent to which instructors obtained community support, resources and information and skills related to implementing an integrated curriculum was shown to have a modestly positive impact on the most often used integrated curriculum type. Finally, researchers discuss future research implications and suggestions.