Exploring The Effect Of Curriculum Reform On Primary School Teacher Performance Instructional Challenges And Coping Strategies In District Orakzai Kpk

Abstract

This study was aimed at investigating the effects of curriculum change on the performance of the primary school teachers (PSTs) in District Orakzai, KPK. This quantitative research was based on the Change Theory developed by Fullan (2007) and used a survey as its design and a sample of 215 teachers out of a population of 460 chosen using the Yamane formula. The researchers concentrated on three outcomes, which included teacher performance, instructional competence, and classroom strategies. Descriptive and regression analyses indicated that curriculum change was a significant predictor of teacher performance (R 2 =.192, p 0.001), instructional competence (R 2 =.196, p 0.001) and classroom strategies (R 2 =.086, p 0.001). Teachers displayed coping mechanisms despite the systemic barriers, which show the importance of resilience and collaboration with peers. The results indicate that curriculum reforms have a positive impact on teacher outcomes, but the success of the reforms needs to be supported by the additional resources like professional development, institutional resources, and teacher involvement. The research offers both empirical data in a disadvantaged area of KPK and practical implication to policymakers, educational administrators as well as Researchers.