Investigating the Impact of Principals' and Teachers' Involvement in Curriculum Development and its implementation in District Quetta

Abstract

The study has examined the roles played by principals and teachers in the curriculum developments and implementations in District Quetta Pakistan. The study was quantitative in nature and it used a stratified random sample of 113 principals and 180 teachers. The instrument of the study was a structured questionnaire and the items of questionnaire were in Likert scale. The findings have revealed a significant gap between Principals and Teachers involvement and their participation in policy-level decision-making. While 83.2% of principals reported adapting the curriculum to local needs and 60.6% of teachers found the content relevant to classroom contexts, systemic barriers remained evident. Notably, 74.4% of principals were excluded from curriculum policy discussions, 61.9% reported not receiving timely curriculum updates, and only 24.4% of teachers were consulted about curriculum changes. Chi-square analyses (p < 0.05) confirmed that these patterns were statistically significant and not due to chance. These results underscore a paradox: educators demonstrate strong implementation capacity but remain marginalized in curriculum decision-making.