A Study to Analyse Teachers' Views on Curriculum Load At Primary Schools

The curriculum is a fundamental component of primary education, shaping the knowledge and skills students acquire during their formative years. This study investigates teachers' perspectives on curriculum load at the primary school level, aiming to identify challenges and propose reforms for a balanced and effective educational framework. A descriptive research design was adopted, with a purposive sample of 110 primary school teachers from both urban and rural settings. Data were collected using structured questionnaires and analyzed through descriptive statistical methods. Findings reveal that most teachers perceive the curriculum as overly extensive, often misaligned with students' developmental needs. Key challenges include limited time for individualized instruction, balancing curricular and extracurricular activities, and insufficient teacher training. Suggestions for improvement emphasize reducing curriculum content, incorporating activity-based learning, and providing flexible teaching schedules. This research underscores the importance of addressing curriculum overload to enhance teaching effectiveness and student outcomes, offering actionable insights for policymakers and curriculum developers striving for a more child-centric educational approach.