A Study of The Autonomy of Secondary School Teachers in Curriculum Planning in Government Schools of Delhi
DOI:
https://doi.org/10.52634/mier/2018/v8/i1/1421Keywords:
Autonomy, Secondary School Teachers, Curriculum Planning, Decision Making, Collaboration Teachers.Abstract
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.
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Copyright (c) 2021 Shweta Tewari
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