A Study of The Autonomy of Secondary School Teachers in Curriculum Planning in Government Schools of Delhi

2021 ◽  
pp. 74-82
Author(s):  
Shweta Tewari
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Research Study ◽  
Secondary School Teachers ◽  
Curriculum Planning ◽  
External Control ◽  
School Teachers ◽  
Government Schools ◽  
Formal Procedure ◽  
Senior Secondary

Autonomy is the freedom to make decisions and being free from any external control or interference. When we talk about the autonomy of the teachers in schools we mean their freedom to take decisions related to the designing and planning of curriculum, choosing the most appropriate methods to transact the curriculum and other important aspects of teaching and learning which are strongly related to the achievement of students. The present paper attempts to study the perceptions of the school teachers working at the TGT level in government schools of Delhi in terms of their autonomy in curriculum planning and to know the level of decision making and collaboration they have in the same. A total of 46 teachers teaching in senior secondary and secondary government schools of Delhi were interviewed. The teachers reported that the only aspect where they feel a bit autonomous is curriculum transaction and not curriculum planning as they are apparently free to decide 'how to teach' (methods of teaching) than 'what to teach' (content). However, the teachers have reported that there is no formal procedure for collaboration with the policymakers or authorities to contribute to the process of curriculum planning and designing. Thus, a clear lack and want of autonomy could be inferred by the researchers after interviewing the teachers in government schools covered in this research study.

scholarly journals Challenges Faced by Malaysian Government School Teachers to Conduct Online Lessons for the Secondary School Students during Covid-19 Pandemic

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Gunasegaran Karuppannan ◽  
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Educational Process ◽  
School Closure ◽  
School Teachers ◽  
Government Schools ◽  
Learning Platform ◽  
The Impact

The COVID-19 pandemic has forced many educational institutes across the world to change dramatically. Teaching and learning have been undertaken remotely and on various digital platforms. In Malaysia, schools were closed for more than 6 months in the second quarter of 2020 and again experiencing school closure in May 2021. Education Ministry of Malaysia (MOE) strongly encouraged all government schools, especially the teachers and students, to use various online communications platforms to ensure the educational process remains uninterrupted. However, the COVID-19 pandemic has generated considerable challenges for the teaching and learning in government schools especially in secondary schools while using such emerging technologies. This research has two main goals. First, this journal will be analysing whether the online learning platforms used by secondary school teachers to conduct lessons during the COVID-19 period have presented any challenges to their student’s learning. Secondly, the paper will then go on to address proposed solutions by developing a conceptual model to reduce the impact of such challenges. An exploratory qualitative approach will be carried out in this research, supported by literature review techniques. The data set for this journal was collected between May to June 2021 during the third wave of pandemics in Malaysia. The data gathered by interviewing various secondary school teachers in Selangor. A total of 10 teachers participated in this interview process. Those teachers interviewed disclosed various obstacles they faced when they began to use information technology platforms for their online lessons, especially the new technological platforms. These obstacles include (a) overloaded work and information. (b) unfamiliarity and inability to learn of the new online learning platform, and (c) personal health challenges related to stress and anxiety.

scholarly journals A Comparative Study of the Knowledge of Rashtriya Madhyamik Shiksha Abhiyan among Secondary and Senior Secondary School Teachers of Almora District

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Devendra Singh Chamyal
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Research Work ◽  
Survey Method ◽  
Secondary Teacher ◽  
School Teachers ◽  
Knowledge Test ◽  
Senior Secondary School ◽  
T Values ◽  
Senior Secondary

The present investigation compares the knowledge of Rashtriya Madhyamik shiksha Abhiyan (RMSA) among secondary and senior secondary school teachers in Almora district. The main properties of RMSA programme are access, quality, equity, institutional reform and strengthening of resource institutions. 70 teachers were selected randomly from secondary and senior secondary school of Almora district. Survey method was used to the present research. The logo of RMSA is ‘pade chlo, bade chlo’. For the purpose of research work “Rashtriya Madhyamik shiksha Abhiyan knowledge test” which was made and standardized by G. S. Nayal and G. C. Pandey was used. This test was distributed to 70 secondary and senior secondary school teachers. Descriptive statistics were used. Mean, standard deviation, t-values were calculated. t-test was used to find out the significance of difference of RMSA knowledge among secondary and senior secondary school teachers at p<0.01 and p<0.05. For the purpose of discussion and comparison participants (teachers) were selected from ten different categories such as rural (54.28%), urban (45.71%), male (50 %), female (50%), government (54.28%), private (45.71 %), upper caste (50.00%), lower caste (50.00%), senior secondary teacher (48.57%) and secondary teacher (51.42%).

“Green” Teaching and Learning in Schools

2015 ◽  
pp. 183-193
Author(s):  
Jack Blendinger ◽  
Leigh Ann Hailey ◽  
Donna Shea
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Learning Culture ◽  
Environmental Conservation ◽  
School Teachers

This chapter addresses the importance of shaping the school's teaching and learning culture to exert a powerful influence on students in regard to environmental conservation. The chapter presents 19 successful and practical examples of “teaching green” in action contributed by practicing elementary and secondary school teachers. How to contact the contributors is also provided in the chapter.

scholarly journals Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers

2021 ◽  
Author(s):  
◽  
Brenda Mary Service
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Educational Criticism ◽  
Personal Significance ◽  
New Curriculum ◽  
Beliefs About Teaching ◽  
The Impact

<p>A new school curriculum was implemented in all New Zealand schools during 2008 and 2009 and was mandated at the beginning of 2010. The changes signalled in the new curriculum required teachers to incorporate key competencies into their teaching and to move to student-centred practice which involves students in the decisions about their learning. It was possible that this social constructivist approach represented a change in teachers’ beliefs about teaching and learning and to their practice.  Much of the literature on educational change appears to overlook the transformational nature of the learning needed to bring about changes in beliefs and practice and teachers’ personal motivation to engage with it. Unless change is of personal significance to individuals they are unlikely to be motivated to engage with it. Using Eisner’s (1998) method of educational criticism, this case study is an investigation into the personal significance of the new curriculum to the teachers’ reality. In the spirit of educational criticism, the lens of an educational connoisseur was used to first develop an understanding of the teachers’ reality followed by that of an educational critic to evaluate what occurred.  Over a two-year period the study involved semi-structured interviews with twelve secondary school teachers in three schools, observations of the classroom practice, and analysis of school documentation and societal messages. While all the participating teachers’ espoused beliefs that were congruent with the philosophy of the new curriculum, constructivist practices were observed in the practice of only two teachers. What prevented the other teachers’ wholehearted engagement in the implementation of the new curriculum was not their beliefs about teaching and learning but rather, the extent to which external pressures determined their priorities. These pressures included the misalignment of the school goals and cultural norms, the impact of NCEA assessment regime, time constraints, leadership issues, lack of conceptual understanding and the absence of professional learning to support transformative learning.</p>

Digital libraries in the classroom: Secondary school teachers’ conception

2011 ◽  
Vol 43 (4) ◽  
pp. 224-236 ◽  
Author(s):  
A Abrizah ◽  
AN Zainab
Keyword(s):  
Secondary School ◽  
Digital Library ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Digital Resources ◽  
Teachers Perceptions ◽  
History Curriculum ◽  
Use Of The Internet

This paper presents findings from a case study investigating secondary school teachers’ understanding of the term digital libraries and their relationship with learning. The study addresses two research questions: (1) How do teachers conceptualize digital libraries, their relevance and issues relating to their integration into the curriculum? and (2) What are the teachers’ perceptions of the initiative to develop a collaborative digital library for school projects? A series of interviews were carried out on six History subject teachers which provide a detailed and succinct information on their understanding of digital libraries, their knowledge and use of the Internet and digital resources, their perception of the possible impact of digital resources on teaching and learning, the benefits teachers seen in digital resources and the problems they have in using them. It also offers important insights on History subject teachers’ perceptions of the initiative to develop a collaborative digital library for History projects, perception of its potential use, pointing out the conditions that facilitate its use in the classrooms. The paper also points out the relevance of digital libraries to the History curriculum which will make readers understand that using the technology is relevant to the teaching of all subjects.

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