Exploring Perspectives of Private Sector Secondary School Teachers Towards Project-based Learning

Abstract

The current environment of education requires a new skillset and instructional practices for teachers to be effective in the classrooms. With the introduction of project-based learning (PBL), the foci of teaching turns to a student-centered approach. Studies reported that secondary school teachers in Sukkur, Sindh, are struggling to adopt PBL as required by the national education policy. To address this gap, a qualitative study was conducted to analyze the perspectives of secondary school teachers of the private sector towards PBL. The perspectives considered teachers' perceptions, motivations, and experiences in PBL. The study took epistemologically constructivist and ontologically interpretivist philosophical worldviews. The qualitative research design was adopted to inquire about the perspectives of the participants. The participants' selection was mutually decided by the researcher and the school principal based on previous performance records, training received, relevant qualifications, and experiences. The semi-structured interviews were conducted to glean data to draw themes after coding, and doing within and cross-case analyses. The thematic analysis technique was used to classify the data under pertinent research questions. A valid interview guide was developed for eliciting data. The findings highlighted the central role of the teacher alongside regulations of the school management to implement the PBL. Moreover, curriculum, course schema, and exam patterns set out as influencing factors for practicing the PBL. Understanding these perspectives will aid the stakeholders in making appropriate adjustments to the PBL implementation in schools. Future research can undertake exploring the role of school rules and regulations in the implementation of the PBL. Likewise, the effects of PBL to determine is significance from the perspective of student outcomes can provide another avenue for further inquiry.