Assimilation and Contentment of General Education Teachers and Special Education Teachers with The Implementation of Single National Curriculum: A Correlational Study of the Punjab Province, Pakistan

Abstract

The present study concentrated on inspecting the relationship of assimilation and contentment of general education teachers (GETs) and special education teachers (SETs) with the implementation of single national curriculum (SNC). The main concern of the present study was to explore the effect of age on assimilation and contentment amidst GETs and SETs. Selfdeveloped research instrument was used to measure the phenomenon of assimilation and contentment. Cronbach alpha value was estimated 0.81 and viewed as adequate for the present research. The sample size was comprised of (N=290) GETs and SETs, males and females. GETs (n=145) and SETs (n=145) picked-out from different cities of Punjab, Pakistan. Pearson Product Moment Correlation and t-test were employed to test the hypotheses. The obtained results indicated a significant positive correlation (r= .81, significant at p 0.01) in assimilation and contentment. Later, the researchers made recommendations at the end.

Including Children with Mild Intellectual Disabilities in Regular Schools of Punjab under the Single National Curriculum: From the Lens of Regular School Teachers

“…While Pakistan has taken vital steps to advance the right to education through the provision of free and compulsory education for children aged 5-16, the Government needs to give utmost attention to improving the quality of education, including reforming the curriculum, increasing the capacity of teachers and improving the governance mechanisms in the education sector (Chapman & Harris, 2004;DJK & Balakrishnan, 2012). These challenges impact marginalized groups of children the most, including those with disabilities, who are experiencing difficulties accessing schools and lacking access to relevant learning materials, information, and adequately staffed services (Fazil, Ali, & Shahnawaz, 2022). Pakistan is also a signatory to the Education 2030 vision, which was enshrined in the Incheon Declaration during the World Education Forum 2015 in South Korea on May 21, 2015.…”