PERSPECTIVE OF TEACHERS TOWARDS THEIR INVOLVEMENT IN SELECTION AND ORGANIZATION OF LEARNING EXPERIENCES AND THEIR IMPLEMENTATION IN SECONDARY SCHOOL CURRICULUM

Teacher authorisation has been the topic of extended academic analysis in recent years; however the capability of Teachers in program development particularly in choice and organization of learning experiences has received restricted empirical attention. The aim of this study was to ascertain teachers' perspective towards their involvement in choice and organization of learning experiences and implementation of Secondary School Curriculum in Karnataka. The study utilized descriptive survey analysis style and was conducted in four divisions of Karnataka. The target population was 2964 Teachers comprising of 1671 males and 1256 females. Stratified sampling was wont to draw the collaborating Schools and Teachers. A sample of 248 Teachers participated in this study. Questionnaires for Teachers and an interview guide for principals were utilized in information assortment. The collected information was analysed by use of each descriptive and inferential statistics. The study findings established that there was a statically vital relationship between teachers' perspective towards their involvement in choice and organisation of learning experiences and implementation of Secondary School curriculum in Karnataka, but because of the top- down model of curriculum development followed by Department of Public Instruction of the Govt. of Karnataka, curriculum development method is basically centrally-controlled and therefore the experiences and skills of Teachers square measure untapped and underutilized throughout curriculum development method. The study recommends that Teachers ought to be concerned within the designing and development of the curriculum all told stages for effective implementation. The Department of Public Instruction of the Govt. of Karnataka ought to widen the scope of its recruitments and lay higher ways to involve Teachers within the curriculum development method. This may be done by redefining the curriculum development unit at SCERT/DSERT as an extension of the school system, so providing a lot of lecturers to serve in it for a amount of your time. Also, curriculum development ought to be decentralised to native levels for easier participation of Teachers from schools and colleges, faculties and therefore the University level lecturers taking into issues to all or any relevant contributions. Studies on curriculum models followed by Department of Public Instruction of the Govt. of Karnataka ought to be conducted with a read to proposing different models that may modify alotof lecturers and alternative stakeholders additionally toparticipate absolutely in curri culum development method.