Abstract
This paper explores teachers’ experiences implementing the National Standards Curriculum at a secondary school in Jamaica. During a phenomenological case study, structured and semi-structured interviews were completed with 16 participants and data collected subsequently analysed using constant comparison. The aim was to ascertain how teachers described their experiences implementing the NSC, what teachers saw as challenges with implementing the NSC and what they saw as strengths of the NSC. The findings showed that most teachers described their experience as challenging. Improving the process for implementing new curriculums and guiding efforts to address challenges teachers face in order to better facilitate institutionalization of the NSC are benefits to be derived from these findings.
Published Version
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