EXPLORING PRINCIPAL LEADERSHIP STRATEGIES FOR ENHANCING TEACHER PROFESSIONAL LEARNING IN THE ERA OF SINGLE NATIONAL CURRICULUM REFORM IN PAKISTAN
EXPLORING PRINCIPAL LEADERSHIP STRATEGIES FOR ENHANCING TEACHER PROFESSIONAL LEARNING IN THE ERA OF SINGLE NATIONAL CURRICULUM REFORM IN PAKISTAN

Summary/Abstract: This study explores teachers' professional growth challenges and the role of leadership support in implementing the Single National Curriculum (SNC) reform in Quetta, Pakistan. It emphasises teachers' difficulties adapting to the new curriculum and how school leaders assist them during this implementation process. Twelve semi-structured interviews were conducted with public primary school principals and teachers using purposive sampling. Principals and teachers were selected based on school size, teaching experience, and relevance to SNC implementation. Data were collected, transcribed, and analysed through thematic analysis using NVivo software. The findings reveal several key challenges, including a lack of government-provided training, limited access to teaching resources, and significant language barriers due to the shift in the medium of instruction. Teachers often relied on self-training or peer collaboration to navigate these difficulties. Leadership was crucial in supporting teachers through mentorship, collaborative planning sessions, and resource-sharing strategies. However, leadership support varied in scope and effectiveness. The study highlights the importance of teachers' professional learning and efforts for successful curriculum reform. It concludes that without adequate support systems, curriculum changes alone are insufficient for educational improvement. Further research is recommended to examine SNC-related challenges at other academic levels beyond primary schools.

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