EXPLORING PRIMARY SCHOOL TEACHERS' PERSPECTIVES ON THE IMPLEMENTATION OF THE SINGLE NATIONAL CURRICULUM IN DISTRICT PESHAWAR

Abstract

The Single National Curriculum (SNC) in Pakistan is designed to provide equitable and standardized education across the country. This qualitative study explored the perspectives of primary school teachers in District Peshawar regarding its implementation and identified the challenges they face. Using a purposive sampling technique, twelve teachers from four government primary schools were selected for semi-structured interviews. The data were analyzed using thematic analysis. The findings revealed that teachers held mixed views on the SNC; while they appreciated its student-centered and activity-based approach, they reported significant obstacles to its effective implementation. Key challenges included a lack of comprehensive teacher training, overcrowded classrooms, inadequate resources, and parental disinterest. Crucially, the study found that teachers felt underprepared and unsupported, contradicting the official assumption of their readiness. The study concludes that without addressing these foundational challenges particularly through meaningful teacher professional development, resource allocation, and stakeholder engagement the successful implementation of the SNC remains unlikely. Recommendations are provided for policymakers to foster a more supportive environment for this curricular reform.