Redefining Power: Women’s Transformative Leadership in South Asian Education and Culture

Abstract

This study investigates the gap between the recommended curriculum and the curriculum teachers deliver in classrooms. It identifies the causes of this gap and offers practical guidance for stakeholders. The study focuses on six female secondary school teachers working as coordinators in a private school in Karachi. It uses online interviews and a semi structured questionnaire to collect primary data. The study finds a clear gap between the recommended curriculum and the taught curriculum. The teachers report limited resources, time pressure, and administrative workload that restrict implementation. They describe the recommended curriculum as a document that rarely fits classroom realities. The study calls for targeted teacher training, clear and realistic curriculum guidelines, and supportive school policies that help teachers implement the recommended curriculum effectively.