Abstract

The article examines teachers' perceptions of challenges in implementing the Single National Curriculum (SNC). Teachers working in primary schools were considered for data collection. For the collection of information regarding above mention issue, a five-point Likert scale was used. Collected information was tabulated and through an analysis of response data, key issues were identified, including difficulty understanding the SNC, preparing daily lessons, and concerns about teacher competence. Gender-based differences were not significant, but teachers' qualifications had a notable impact. Bachelor's degree holders reported higher challenges compared to those with master's or M. Phil./Ph.D. degrees. The findings suggest a need for tailored support and training to address these issues and improve SNC implementation, particularly for teachers with lower qualifications. The study emphasizes the importance of addressing these challenges to ensure effective curriculum delivery across different qualification levels.

Key Words

Single National Curriculum, Implementation Problems Primary Schools

Introduction

The Single National Curriculum (SNC) represents a recent endeavour by the Pakistani Government, seeking to establish a consistent educational curriculum applicable to both public and private schools throughout the nation. While the SNC's overarching goals encompass fostering national cohesion, equitable access, and high-quality education, the initial rollout specifically at the primary level has been met with a range of difficulties, as noted by educators (Malik & Rana, 2021). This review of existing literature delves into the challenges that have arisen during the primary-level implementation of the SNC and explores the suggested remedies as perceived by teachers.

Exploring the challenges within Pakistan, a developing nation, the focal point inevitably turns to its foundational elements, with particular emphasis on its education system. The educational landscape in Pakistan exhibits a division stemming from its historical connection to British colonialism within the Indo-Pak subcontinent. This division manifests through distinct mediums of instruction: English medium schools, Urdu medium schools, and Deni Madaris, contributing to a disparity between students and the general populace within the country (Kausar, 2020; Muhammad, 2019).

Recognized as a cornerstone in nation-building, education assumes a pivotal role (Jamil, Muhammad, Masood, & Habib, 2020). A singular education mechanism that encompasses uniform curriculum, language of instruction, and standardized assessment opens doors for every child to access quality education equitably. The Single National Curriculum (SNC) stands as a stride in this direction. Among its merits, a unified national curriculum stands to mitigate social disparities. Once comprehensively implemented, it promises equal opportunities for all children to receive a robust educational foundation (Irfan, 2021).

Champions of the SNC hold the belief that the concept of a universally applicable educational framework is a lofty ideal. This resonates within Pakistan, given the stark educational segregation based on factors like access, learning quality, educational objectives, social strata, and financial means. However, critics argue that the SNC represents a centralized compilation of goals, norms, and standards lacking robust research or nationwide consensus (Sinnema & Nieveen, 2020).

In this milieu, the role of teachers as implementers comes to the fore (Ahmed, Muhammad, & Anis, 2020). Regrettably, their participation in the SNC's development and evaluation processes has been limited, leading to outdated syllabi. This lack of engagement results in incomplete understanding and subsequently affects both teacher performance and the efficacy of the teaching-learning process. Unlike developed countries where educators actively contribute to curriculum design, Pakistan faces a gap. This disconnect between the education staff's recommendations and policy-making decisions is evident. Bridging this gap necessitates an alignment between national policies and educator-influenced professional practices, a pursuit the SNC is actively engaged in (Tahir, 2022).

It's apparent that the government and advisory bodies might not be fully heeding the insights of educators when formulating policies. However, the curriculum should ideally reflect government-endorsed interests, underpinning the notion of a 'unified country, unified curriculum.' The effectiveness of the SNC will ultimately be gauged through future assessments. Achieving this alignment demands a strong connection between national policy and educator-guided professional execution. To this end, the SNC is diligently striving. During the curriculum's dynamic creation process, educator input is crucial for shaping governmental policies (Panjwani & Chaudhary, 2022).

According to Abbas, Basit, and Akhtar (2021), Pakistan's education system grapples with a series of significant obstacles in implementing a uniform SNC at the primary school level. Public sector schools struggle to deliver quality education, while religious seminaries face regulation challenges. Basic infrastructure deficiencies, high dropout rates, inadequately trained teachers, and disparities in educational backgrounds further compound the issues.

A salient limitation of the SNC lies in its apparent lack of flexibility. This rigidity could stifle creativity in curriculum design and impede teacher autonomy, potentially eroding professional judgment and independence (Lipman, 2017). Additionally, the insufficient training of educators and the delayed availability of SNC-related materials hinder effective curriculum delivery (Zaman, Saleem & Ali, 2021).

Bashir, Yasmin, and Ahmad (2021) observed that workshops and national conferences on SNC implementation were inadequately organized, with provincial educators' insights not thoroughly integrated. Given the disparities in implementation readiness among schools across provinces, a robust monitoring system becomes essential to ensure accurate SNC implementation.

In essence, Pakistan's journey toward a harmonized education system through the Single National Curriculum is riddled with complexities and multifaceted challenges. Balancing national unity and educational equity while addressing pedagogical and infrastructural realities requires a concerted and adaptive effort.

Methodology

The study employed a questionnaire containing closed-ended inquiries to amass insights regarding the challenges encountered during the application of SNC in primary classes, along with recommendations to surmount these difficulties. The questionnaire, structured on a 5-point Likert scale, encompassed 36 closed-ended items. The gathered data underwent tabulation and was subjected to analysis using the SPSS software. The accrued data was scrutinized to address the research query.

The results of analysis are given below: 

Table 1

> > > > > > > > > >
Factor  width="9%" valign="top"> N width="10%" valign="top"> M width="10%" valign="top"> S.D.

Teachers struggling to grasp the SNC content width="9%" valign="top"> 389 width="10%" valign="top"> 4.123 width="10%" valign="top"> .453

Inability to create daily lesson plans width="9%" valign="top"> 389 width="10%" valign="top"> 3.981 width="10%" valign="top"> .532

Lack of proficiency among educators width="9%" valign="top"> 389 width="10%" valign="top"> 4.011 width="10%" valign="top"> .399

Insufficient teaching skills width="9%" valign="top"> 389 width="10%" valign="top"> 3.789 width="10%" valign="top"> .411

Exclusion of teachers from curriculum development width="9%" valign="top"> 389 width="10%" valign="top"> 4.111 width="10%" valign="top"> .512

Limited access to training opportunities width="9%" valign="top"> 389 width="10%" valign="top"> 4.019 width="10%" valign="top"> .429

Difficulty in interpreting the SNC framework width="9%" valign="top"> 389 width="10%" valign="top"> 4.101 width="10%" valign="top"> .491

Conflicting beliefs with the SNC ideology width="9%" valign="top"> 389 width="10%" valign="top"> 3.881 width="10%" valign="top"> .399

Inadequate experience in teaching the SNC width="9%" valign="top"> 389 width="10%" valign="top"> 3.991 width="10%" valign="top"> .401

Weakness in selecting appropriate teaching materials width="9%" valign="top"> 389 width="10%" valign="top"> 4.200 width="10%" valign="top"> .459
 Table 1 summarizes teachers' perspectives on challenges encountered during the application of SNC. The table comprises responses from 389 participants, detailing mean values and standard deviations (S.D.) for each statement.
The table reveals that teachers face notable difficulties in comprehending SNC content, as indicated by a high mean score of 4.123 (S.D. = 0.453). Similarly, educators express struggles with crafting daily lesson plans, with a mean of 3.981 (S.D. = 0.532), and acknowledge a lack of proficiency among their peers, registering a mean of 4.011 (S.D. = 0.399). Challenges extend to insufficient teaching skills, yielding a mean of 3.789 (S.D. = 0.411), and limited access to training opportunities, indicated by a mean of 4.019 (S.D. = 0.429). The data also emphasizes the difficulty in interpreting the SNC framework (Mean = 4.101, S.D. = 0.491), and the presence of conflicting beliefs with the SNC ideology (Mean = 3.881, S.D. = 0.399). Inadequate experience in teaching the SNC is evident with a mean of 3.991 (S.D. = 0.401), while concerns about selecting appropriate teaching materials are highlighted by a mean of 4.200 (S.D. = 0.459).
In summary, this table provides a comprehensive overview of the multifaceted challenges teachers confront when implementing the SNC, encompassing both technical and ideological dimensions.

Table 2

> > > > > > > > > >
Factor width="9%" valign="top"> N width="10%" valign="top"> M width="10%" valign="top"> S.D.

Teachers struggling to grasp the SNC content width="9%" valign="top"> 193 width="10%" valign="top"> 4.213 width="10%" valign="top"> .499

Inability to create daily lesson plans width="9%" valign="top"> 193 width="10%" valign="top"> 3.883 width="10%" valign="top"> .511

Lack of proficiency among educators width="9%" valign="top"> 193 width="10%" valign="top"> 4.121 width="10%" valign="top"> .401

Insufficient teaching skills width="9%" valign="top"> 193 width="10%" valign="top"> 3.991 width="10%" valign="top"> .349

Exclusion of teachers from curriculum development width="9%" valign="top"> 193 width="10%" valign="top"> 4.010 width="10%" valign="top"> .491

Limited access to training opportunities width="9%" valign="top"> 193 width="10%" valign="top"> 4.210 width="10%" valign="top"> .500

Difficulty in interpreting the SNC framework width="9%" valign="top"> 193 width="10%" valign="top"> 4.210 width="10%" valign="top"> .410

Conflicting beliefs with the SNC ideology width="9%" valign="top"> 193 width="10%" valign="top"> 3.999 width="10%" valign="top"> .401

Inadequate experience in teaching the SNC width="9%" valign="top"> 193 width="10%" valign="top"> 3.899 width="10%" valign="top"> .501

Weakness in selecting appropriate teaching materials width="9%" valign="top"> 193 width="10%" valign="top"> 4.112 width="10%" valign="top"> .491
 Table 2 presents the viewpoints of male teachers regarding challenges encountered in implementing the Single National Curriculum (SNC). The table encompasses various facets with responses from 193 participants, showcasing the mean scores and standard deviations (S.D.). On average, male teachers perceived a significant hurdle in grasping the SNC content (Mean = 4.213), along with difficulty in creating daily lesson plans (Mean = 3.883) and a perceived lack of proficiency among educators (Mean = 4.121). Insufficient teaching skills (Mean = 3.991) and exclusion from curriculum development (Mean = 4.010) were also noted challenges. Moreover, male teachers expressed the constraint of limited access to training opportunities (Mean = 4.210) and encountered difficulty in interpreting the SNC framework (Mean = 4.210). Some male teachers experienced conflicting beliefs with the SNC ideology (Mean = 3.999) and acknowledged inadequate experience in teaching the SNC (Mean = 3.899). Lastly, recognizing a weakness in selecting appropriate teaching materials was another challenge (Mean = 4.112). These mean values, along with standard deviations, provide insights into the levels of consensus and variability among male teachers' responses to these challenges.

Table 3

> > > > > > > > > >
Factor width="9%"> N width="10%"> M width="10%"> S.D.

Teachers struggling to grasp the SNC content width="9%"> 186 width="10%"> 4.020 width="10%"> .491

Inability to create daily lesson plans width="9%"> 186 width="10%"> 3.899 width="10%"> .502

Lack of proficiency among educators width="9%"> 186 width="10%"> 4.121 width="10%"> .518

Insufficient teaching skills width="9%"> 186 width="10%"> 3.991 width="10%"> .411

Exclusion of teachers from curriculum development width="9%"> 186 width="10%"> 4.012 width="10%"> .477

Limited access to training opportunities width="9%"> 186 width="10%"> 4.112 width="10%"> .399

Difficulty in interpreting the SNC framework width="9%"> 186 width="10%"> 4.021 width="10%"> .401

Conflicting beliefs with the SNC ideology width="9%"> 186 width="10%"> 3.991 width="10%"> .349

Inadequate experience in teaching the SNC width="9%"> 186 width="10%"> 3.986 width="10%"> .491

Weakness in selecting appropriate teaching materials width="9%"> 186 width="10%"> 4.199 width="10%"> .401
 Table 3 outlines female teachers' viewpoints regarding challenges faced by educators during the implementation of the Single National Curriculum (SNC). This table comprises responses from 186 participants and provides mean values as well as standard deviations (S.D.) for each statement.
The data reflects that female teachers encounter substantial obstacles in comprehending the SNC content, evidenced by a mean score of 4.020 (S.D. = 0.491). They also struggle with creating daily lesson plans, as indicated by a mean of 3.899 (S.D. = 0.502), and perceive a lack of proficiency among educators, yielding a mean of 4.121 (S.D. = 0.518). Challenges extend to insufficient teaching skills, registering a mean of 3.991 (S.D. = 0.411), and being excluded from curriculum development, as suggested by a mean of 4.012 (S.D. = 0.477).
Moreover, limited access to training opportunities is noted with a mean of 4.112 (S.D. = 0.399), along with difficulty in interpreting the SNC framework (Mean = 4.021, S.D. = 0.401). Female teachers also grapple with conflicting beliefs regarding the SNC ideology, scoring a mean of 3.991 (S.D. = 0.349). The data additionally reflects a perceived shortage of experience in teaching the SNC, indicated by a mean of 3.986 (S.D. = 0.491), and challenges in selecting appropriate teaching materials, as denoted by a mean of 4.199 (S.D. = 0.401).
In essence, Table 3 offers insights into the multifaceted challenges faced by female teachers during SNC implementation, touching on content comprehension, curriculum development, training opportunities, and ideological alignment.

Table 4

> > > > > > > > > >
Factor width="9%"> N width="10%"> M width="10%"> S.D.

Teachers struggling to grasp the SNC content width="9%"> 71 width="10%"> 4.231 width="10%"> .544

Inability to create lesson plans width="9%"> 71 width="10%"> 4.342 width="10%"> .467

Lack of proficiency among educators width="9%"> 71 width="10%"> 4.221 width="10%"> .419

Insufficient teaching skills width="9%"> 71 width="10%"> 4.355 width="10%"> .499

Exclusion of teachers from curriculum development width="9%"> 71 width="10%"> 4.291 width="10%"> .501

Limited access to training opportunities width="9%"> 71 width="10%"> 4.202 width="10%"> .501

Difficulty in interpreting the SNC framework width="9%"> 71 width="10%"> 4.390 width="10%"> .496

Conflicting beliefs with the SNC ideology width="9%"> 71 width="10%"> 4.399 width="10%"> .449

Inadequate experience in teaching the SNC width="9%"> 71 width="10%"> 4.223 width="10%"> .513

Weakness in selecting appropriate teaching materials width="9%"> 71 width="10%"> 4.411 width="10%"> .500
 Table 4 provides insights into educators with bachelor's degree qualifications and their perspectives on challenges encountered during the Single National Curriculum (SNC) implementation. The table is comprised of responses from 71 participants, showcasing mean values along with standard deviations (S.D.) for each statement.
The data reveals that teachers holding bachelor's degrees confront notable hurdles in comprehending the SNC content, with a mean score of 4.231 (S.D. = 0.544). They express challenges in creating daily lesson plans (Mean = 4.342, S.D. = 0.467) and perceiving a lack of proficiency among educators (Mean = 4.221, S.D. = 0.419). Additionally, insufficient teaching skills (Mean = 4.355, S.D. = 0.499) and being excluded from curriculum development (Mean = 4.291, S.D. = 0.501) are significant challenges.
Furthermore, limitations in accessing training opportunities are noted (Mean = 4.202, S.D. = 0.501), along with difficulties in interpreting the SNC framework (Mean = 4.390, S.D. = 0.496). Teachers with bachelor's degrees also encounter conflicting beliefs with the SNC ideology (Mean = 4.399, S.D. = 0.449). The data indicates a perceived lack of experience in teaching SNC and struggles in selecting appropriate teaching materials.
In summary, Table 4 unveils the challenges that educators with bachelor's degrees face in effectively implementing the SNC, highlighting areas like content comprehension, curriculum development, training access, and alignment with ideological beliefs.

Table 5

> > > > > > > > > >
Factor width="9%"> N width="10%"> M width="10%"> S.D.

Teachers struggling to grasp the SNC content width="9%"> 288 width="10%"> 4.565 width="10%"> .557

Inability to create daily lesson plans width="9%"> 288 width="10%"> 3.872 width="10%"> .533

Lack of proficiency among educators width="9%"> 288 width="10%"> 4.132 width="10%"> .498

Insufficient teaching skills width="9%"> 288 width="10%"> 3.781 width="10%"> .576

Exclusion of teachers from curriculum development width="9%"> 288 width="10%"> 4.110 width="10%"> .511

Limited access to training opportunities width="9%"> 288 width="10%"> 4.299 width="10%"> .576

Difficulty in interpreting the SNC framework width="9%"> 288 width="10%"> 4.171 width="10%"> .500

Conflicting beliefs with the SNC ideology width="9%"> 288 width="10%"> 3.882 width="10%"> .491

Inadequate experience in teaching the SNC width="9%"> 288 width="10%"> 3.883 width="10%"> .399

Weakness in selecting appropriate teaching materials width="9%"> 288 width="10%"> 4.002 width="10%"> .488
 The data underscores that teachers with master's degrees encounter substantial difficulties in comprehending the SNC content, evident from a high mean score of 4.565 (S.D. = 0.557). They also face challenges in creating daily lesson plans, with a mean of 3.872 (S.D. = 0.533), and perceive a lack of proficiency among educators, scoring a mean of 4.132 (S.D. = 0.498). Teachers in this group highlight insufficient teaching skills (Mean = 3.781, S.D. = 0.576) and experience exclusion from curriculum development (Mean = 4.110, S.D. = 0.511).
Limited access to training opportunities is noted with a mean of 4.299 (S.D. = 0.576), along with difficulties in interpreting the SNC framework (Mean = 4.171, S.D. = 0.500). Educators with master's degrees also express conflicting beliefs with the SNC ideology, scoring a mean of 3.882 (S.D. = 0.491). The data highlights perceived inadequacy in experience teaching the SNC (Mean = 3.883, S.D. = 0.399) and challenges in selecting suitable teaching materials (Mean = 4.002, S.D. = 0.488).
In summary, Table 5 offers insights into the nuanced challenges faced by educators holding master's degrees during SNC implementation. This encompasses content comprehension, curriculum development, training access, and alignment with ideological beliefs.

Table 6

> > > > > > > > > >
Factor width="9%"> N width="10%"> M width="10%"> S.D.

Teachers struggling to grasp the SNC content width="9%"> 21 width="10%"> 4.200 width="10%"> .404

Inability to create daily lesson plans width="9%"> 21 width="10%"> 3.389 width="10%"> .493

Lack of proficiency among educators width="9%"> 21 width="10%"> 3.232 width="10%"> .495

Insufficient teaching skills width="9%"> 21 width="10%"> 3.302 width="10%"> .341

Exclusion of teachers from curriculum development width="9%"> 21 width="10%"> 3.343 width="10%"> .501

Limited access to training opportunities width="9%"> 21 width="10%"> 3.768 width="10%"> .410

Difficulty in interpreting the SNC framework width="9%"> 21 width="10%"> 3.877 width="10%"> .391

Conflicting beliefs with the SNC ideology width="9%"> 21 width="10%"> 3.391 width="10%"> .510

Inadequate experience in teaching the SNC width="9%"> 21 width="10%"> 3.401 width="10%"> .399

Weakness in selecting appropriate teaching materials width="9%"> 21 width="10%"> 3.791 width="10%"> .389
 


 
Data indicates that educators with M. Phil. qualifications encounter hurdles in grasping SNC content, evident from a mean score of 4.200 (S.D. = 0.404). Challenges in creating daily lesson plans are notable, with a mean of 3.389 (S.D. = 0.493), along with a perceived lack of proficiency among educators, scoring a mean of 3.232 (S.D. = 0.495). Insufficient teaching skills (Mean = 3.302, S.D. = 0.341) and exclusion from curriculum development (Mean = 3.343, S.D. = 0.501) are prominent challenges.
Furthermore, limited access to training opportunities is indicated by a mean of 3.768 (S.D. = 0.410), along with difficulty interpreting the SNC framework (Mean = 3.877, S.D. = 0.391). Educators with M. Phil. qualifications also express conflicting beliefs with the SNC ideology, scoring a mean of 3.391 (S.D. = 0.510). The data reflects perceived inadequacy in experience teaching the SNC (Mean = 3.401, S.D. = 0.399) and challenges in selecting suitable teaching materials (Mean = 3.791, S.D. = 0.389).
In summary, Table 6 sheds light on the specific challenges faced by educators holding M. Phil. degrees during SNC implementation, encompassing content comprehension, curriculum development, training access, and alignment with ideological beliefs.

Table 7

> > > > > > > > > >
Statement width="9%"> N width="10%"> Mean width="10%"> S.D.

Teachers struggling to grasp the SNC content width="9%"> 11 width="10%"> 3.190 width="10%"> .421

Inability to create lesson plans width="9%"> 11 width="10%"> 3.197 width="10%"> .510

Lack of proficiency among educators width="9%"> 11 width="10%"> 3.112 width="10%"> .430

Insufficient teaching skills width="9%"> 11 width="10%"> 3.500 width="10%"> .411

Exclusion of teachers from curriculum development width="9%"> 11 width="10%"> 3.231 width="10%"> .299

Limited access to training opportunities width="9%"> 11 width="10%"> 3.398 width="10%"> .289

Difficulty in interpreting the SNC framework width="9%"> 11 width="10%"> 3.491 width="10%"> .400

Conflicting beliefs with the SNC ideology width="9%"> 11 width="10%"> 3.091 width="10%"> .391

Inadequate experience in teaching the SNC width="9%"> 11 width="10%"> 3.310 width="10%"> .398

Weakness in selecting appropriate teaching materials width="9%"> 11 width="10%"> 3.295 width="10%"> .400
 Table 7 presents valuable insights into the challenges faced by PhD degree-holding teachers in the implementation of the new curriculum, referred to as SNC (possibly the Subordinate Normal Curriculum). The table includes 11 statements, each accompanied by relevant statistics, including the number of respondents (N), the mean score indicating the severity of the challenge, and the standard deviation (S.D.) reflecting the variability in responses.
Several noteworthy findings emerge from the table. Firstly, teachers seem to struggle the most with "Inadequate experience in teaching the SNC" (mean score of 3.310) and "Difficulty in interpreting the SNC framework" (mean score of 3.491). These challenges indicate a need for clearer guidelines and professional development opportunities. On the other hand, "Insufficient teaching skills" (mean score of 3.500) and "Limited access to training opportunities" (mean score of 3.398) also emerge as significant concerns, suggesting a demand for pedagogical support and continuous teacher training.
Overall, this table underscores the multifaceted challenges faced by PhD educators in implementing the SNC, emphasizing the importance of tailored professional development and resources to support successful curriculum adoption.

Table 8

> >
width="18%"> Gender width="8%"> N width="13%"> M width="22%"> S. D. width="9%"> p

Teachers’ response width="18%"> Male width="8%"> 193 width="13%"> 4.120 width="22%"> .846 width="9%" rowspan="2"> .510

Female width="8%"> 196 width="13%"> 3.959 width="22%"> .801
 The table includes the number of respondents (N), mean values, standard deviations (Std. Deviation), and the significance level (Sig.) of the comparison.
The data indicates that male teachers (N = 193) have an average mean value of 4.120, suggesting a relatively higher perception of challenges (Std. Deviation = 0.846). In contrast, females exhibit a slightly lower value of 3.959, implying a somewhat lesser perception of challenges (Std. Deviation = 0.801).
P value at .510 implies that the gender-based variations in how teachers perceive the encountered challenges during SNC implementation are not strong enough to be considered statistically noteworthy.

Table 9

> > >
Qualification width="102"> S. of Sq. width="48"> d.f. width="96"> M. Sq. width="67"> F width="48"> p

Between width="102"> 2.833 width="48"> 2 width="96"> 1.416 width="67" rowspan="3"> 14.175 width="48" rowspan="3"> .000

Within width="102"> 14.489 width="48"> 376 width="96"> .100

Total width="102"> 17.322 width="48"> 378 width="96">
 The table presents the analysis of variance (ANOVA) and the results reveal that there is a significant effect of teachers' qualification on perceived challenges (F = 14.175, Sig. = 0.000). The between-groups analysis indicates that the variations in teachers' qualifications contribute to differences in their perceptions of challenges related to SNC implementation. The sum of squares between groups is 2.833, while within groups it is 14.489, highlighting that the variations between teachers' qualifications explain a substantial proportion of the overall variability. In summary, teachers' qualification plays a significant role in shaping their perceptions of challenges encountered during the implementation of the SNC.

Table 10

> > > > > >
width="28%"> Teachers’ qualification width="15%"> Teachers width="11%"> M width="14%"> Std. Dev. width="11%"> M. D. width="13%"> Sig.

1 width="28%"> B. A. width="15%"> 80 width="11%"> 4.091 width="14%"> .789 width="11%" rowspan="2"> .879* width="13%" rowspan="2"> .000

M. A. width="15%"> 277 width="11%"> 3.711 width="14%"> .712

2 width="28%"> B. A. width="15%"> 80 width="11%"> 4.091 width="14%"> .789 width="11%" rowspan="2"> .901* width="13%" rowspan="2"> .000

Ph. D/ Phil width="15%"> 32 width="11%"> 3.190 width="14%"> .502

3 width="28%"> Ph. D/ Phil width="15%"> 32 width="11%"> 3.190 width="14%"> .502 width="11%" rowspan="2"> -.710* width="13%" rowspan="2"> .000

M. A. width="15%"> 277 width="11%"> 3.711 width="14%"> .712
 The table presents the results of a post hoc analysis conducted following an ANOVA (Analysis of Variance) test aimed at understanding the impact of teachers' qualifications on problems within the SNC (presumably, the educational context). The table is divided into three rows, each representing a different comparison.
In the first row, the comparison is between teachers with a B.A. qualification (80 individuals) and those with an M.A. qualification (277 individuals). The table shows mean scores (M), standard deviations (Std. Dev.), mean difference (M. D.), and statistical significance (Sig.). The mean difference of 0.879* is statistically significant (p < 0.05), indicating that teachers with a B.A. qualification experience significantly more problems in the SNC than those with an M.A. qualification.
The second row compares teachers with a B.A. qualification to those with a Ph.D./Phil qualification (32 individuals). Again, the mean difference of 0.901* is statistically significant, suggesting that teachers with a B.A. qualification face significantly more problems in the SNC compared to those with a Ph.D./Phil qualification.
The third row reverses the comparison, showing that teachers with a Ph.D./Phil qualification face significantly fewer problems in the SNC than those with an M.A. qualification, with a mean difference of -0.710*. Overall, these findings highlight that teachers' qualifications have a significant impact on the problems encountered in the SNC, with higher qualifications generally associated with fewer issues.

Findings

Challenges in Understanding and Interpreting SNC: Across all qualification levels, teachers expressed difficulties in comprehending and interpreting the Single National Curriculum (SNC). This challenge was particularly pronounced among teachers with master's and Ph.D. degrees, indicating the need for more targeted support in curriculum understanding.

Training Development Needs: Teachers consistently identified a lack of training and professional development opportunities as a significant problem. This issue was highlighted by teachers with diverse qualifications, emphasizing the importance of continuous training to enhance their ability to implement the SNC effectively.

Material Selection and Preparation: Teachers across qualification levels reported challenges in selecting suitable teaching materials and preparing daily lessons. This struggle was particularly notable among bachelor's and Ph.D. degree holders, indicating a need for guidance and resources for effective curriculum implementation.

Alignment with Curriculum Objectives: A common theme was the misalignment of teachers' beliefs and ideologies with the SNC. This challenge was evident across all qualification levels and underscored the importance of addressing discrepancies to ensure effective curriculum delivery.

Professional Competence and Experience: Teachers with lower qualifications (bachelor's) expressed concerns about their professional competence, while those with higher qualifications (M. Phil./Ph.D.) noted insufficient teaching skills. This highlights the need for tailored professional development programs to enhance both pedagogical skills and subject expertise.

Conclusions

The study reveals that teachers at various qualification levels encounter challenges in implementing the Single National Curriculum. These challenges encompass comprehension of the curriculum, training deficiencies, material selection, alignment with curriculum objectives, and professional competence. Effective solutions should involve targeted training initiatives that address curriculum understanding, instructional techniques, and material preparation. Additionally, efforts should focus on promoting a shared understanding of the curriculum's ideology among teachers. Tailoring interventions to the specific needs of teachers with different qualification levels will foster a more successful implementation of the SNC, ultimately benefiting the quality of education in the country.

It is recommended to develop customized training programs that cater to the specific needs of teachers at different qualification levels. These programs should focus on improving curriculum comprehension, pedagogical skills, material selection, and alignment with curriculum objectives, addressing the challenges identified in the study.

Organize workshops that facilitate open discussions and dialogues among teachers to bridge the gap between their beliefs and the ideology of the Single National Curriculum. These workshops can promote a shared understanding and acceptance of the curriculum's goals, fostering a more cohesive implementation approach.

References

• Abbas, A., Basit, D. I., Akhtar, M., Mehmood, U., Quratulain, D., & Nazim, D. F. (2022). SINGLE NATIONAL CURRICULUM AT SCHOOL LEVEL IN PAKISTAN: EXPECTED CHALLENGES, MERITS AND DEMERITS. PalArch’s Journal of Archaeology of Egypt / Egyptology, 19(3), 48–65.
  https://archives.palarch.nl/index.php/jae/article/view/11167
• Faran Ahmed, Yaar Muhammad, & Faisal Anis. (2020). Developing Secondary School Teachers’ Positive Attitude towards Reflective Teaching: A Collaborative Action Research Study. Sjesr, 3(4), 43–53.
  https://doi.org/10.36902/sjesr-vol3-iss4-2020(43-53)
• ashir, R., Yasmin, M., & Ahmad, S. S. (2021). Classroom Implementation of National Curriculum, through English Textbook at High School in Pakistan - ProQuest. Www.proquest.com.
  https://www.proquest.com/openview/ea9d03f0311e12dce45eaa6cee05c60b/1?pq-origsite=gscholar&cbl=2031963
• Humaira Irfan. (2021). Insightful Perspectives about Effective Implementation of ESL Single National Curriculum (SNC) in Pakistani Schools. Pakistan Social Sciences Review, 5(I), 975–986.
  https://pssr.org.pk/issues/v5/1/insightful-perspectives-about-effective-implementation-of-esl-single-national-curriculum-snc-in-pakistani-schools.pdf
• Jamil, M., Muhammad, Y., Masood, S., & Habib, Z. (2020). Critical Thinking: A Qualitative Content Analysis of Education Policy and Secondary School Science Curriculum Documents. Journal of Research and Reflections, 14(2), 249–258.
  https://ue.edu.pk/jrre/articles/Article14-2-7.pdf
• Kausar, S. W. A. (2020). A CRITICAL ANALYSIS OF DIFFERENT EDUCATIONAL SYSTEMS ON STUDENTS’ OUTCOME: A CASE STUDY OF PAKISTAN. Journal of Contemporary Studies, 9(II), 89–105.
  https://jcs.ndu.edu.pk/site/article/view/52
• Lipman, P. (2017). The promise and problems of a national curriculum: A critical review. Journal of Curriculum Studies, 45(2), 143-161.
• Malik, R. A., & Rana, M. A. (2021). Single National Curriculum: Perceived challenges in its implementation. Bulletin of Education and Research, 43(1), 221- 235.
• Muhammad, Y. (2019). Pakistani National Identity, Curriculum Reform and Citizenship Education Textbooks: Understanding Teachers’ Perspectives. 13(1), 103–122.
  https://www.ue.edu.pk/jrre/articles/article13110.pdf
• Panjwani, F., & Hadi Chaudhary, C. (2022). Towards a rights-based multi-religious curriculum? The case of Pakistan. Human Rights Education Review.
  https://doi.org/10.7577/hrer.4506
• Sinnema, C., Nieveen, N., & Priestley, M. (2020). Successful futures, successful curriculum: What can Wales learn from international curriculum reforms? The Curriculum Journal, 31(2).
  https://doi.org/10.1002/curj.17
• Tahir, I. (2022). Decolonizing Madrassa Reform in Pakistan. Current Issues in Comparative Education, 24(1).
  https://doi.org/10.52214/cice.v24i1.8853
• Zaman 1, M. S., Saleem 2, K., & Ali 3, S. (2021). Implementation of the Single National Curriculum (SNC) at Primary Level: Teachers’ Expectations and Concerns. Jahan-e-Tahqeeq, 4(4), 161– 168.
  https://jahan-e-tahqeeq.com/index.php/jahan-e-tahqeeq/article/view/507/415