Grade 10 Teachers’ Perceptions of Reduced School Hours and the Smart Syllabus during Covid-19 Pandemic
DOI:
https://doi.org/10.56976/rjsi.v4i1.293Keywords:
Smart Syllabus, Reduced School Hours, Covid-19, Learning Loss, Learning OutcomeAbstract
To control the spread of Covid-19, the government of Pakistan implemented a strategy involving a smart (reduced) syllabus that students were required to complete while being allowed to attend school only on alternate days. This research aimed to analyze grade 10 government school teachers’ perceptions of the challenges associated with the government's strategy implemented during Covid-19 in Lahore, as well as how this strategy influenced the performance of grade 10 students. From 43 government schools, 127 grade 10 teachers were recruited using a multi-stage sampling technique for this qualitative research. The results of the study revealed that teachers' resilience and adaptability significantly influenced their ability to balance professional and personal responsibilities. The study also found that reduced school hours and the smart syllabus led to learning loss, widened the performance gap among students, and contributed to increased mental stress for both teachers and students. This research recommends evaluating the long-term impact of the smart syllabus and reduced school hours on student performance and teacher well-being. Also, it recommends building teachers' capacity to handle novel challenges that may arise from any unforeseen pandemic-like situation.
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Copyright (c) 2023 Tayyaba Zahid, Abdul Basit, Nida Shaukat, Zareen Sibtain
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