Exploration of Gaps between Intended and Enacted Physics Curriculum - Teachers’ Professional Development Perspective

Oct 15, 2026

Teachers’ professional development is central to curriculum implementation, shaping how educators apply teaching methods, instructional materials, and assessment practices. This study examines gaps between the intended and enacted national physics curriculum through teachers’ professional development perspectives. Data from 361 physics teachers in Punjab public sector secondary schools were collected via an 11-item self-developed Likert questionnaire, analyzed with SPSS using reliability testing (Cronbach’s Alpha = 0.846), descriptive statistics, and independent-samples t-tests. Findings show only 34% received training and no significant urban-rural difference, recommending training aligned with the 2006 national curriculum on methods, materials, practical work, and formative assessment.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Introduction

Curriculum types: intended vs. enacted

Role of teachers’ professional development

Evidence from prior research

Skills and resources emphasized for physics implementation

Exploration of Gaps between Intended and Enacted Physics Curriculum: Teachers’ Professional Development Perspective Haq Nawaz * and Rafaqat Ali Akbar** Abstract Teachers’ professional development is the primary element of curriculum implementation. Professionally trained teachers use appropriate teaching methods, instructional materials and assessment techniques during teaching. Current study was conducted to explore gaps between intended and enacted national curriculum for physics regarding teachers’ professional development for curriculum implementation. Sample of the study consisted of 361 physics teachers working in public sector secondary schools of province of Punjab by applying stratified multistage random sampling technique. Data were collected by administering self-developed questionnaire with 11 items at five-point Likert type rating scale. Reliability of questionnaire was ensured by calculating Cronbach’s Alpha scores; .846. Collected data were entered in SPSS and mean, percentage, standard deviation and independent sample t-test were applied. Results showed only 34 % teachers were provided with training on curriculum implementation. Results showed no significant difference between urban and rural secondary school teachers’ professional development for curriculum implementation; urban secondary schools’ teachers were provided same professional development as well as rural teachers for physics curriculum implementation. Study recommends that secondary school teachers may be provided with the training for physics curriculum implementation focusing teaching methods, use of instructional materials, practical work and formative assessment techniques stated in national curriculum document 2006. Keywords: Intended curriculum, enacted curriculum, teachers’ professional development, physics curriculum *Ph.D. Scholar, Institute of Education and Research, University of the Punjab Lahore, Pakistan [Email: haqnawazsheroz@gmail.com](Email: haqnawazsheroz@gmail.com) ** Professor, Institute of Education and Research, University of the Punjab, Pakistan Email: [rafaqat.ier@pu.edu.pk](rafaqat.ier@pu.edu.pk) Introduction Curriculum is the sum of all learning experiences that learner encounters under the direction of school to achieve intended learning outcomes of education. Intended and enacted curriculums are basic types of curriculum. Intended curriculum consisted of aims, standards, benchmark, students learning outcomes, content, teaching strategies, teachers’professional development, instructional materials and assessment guidelines for different grades and subjects (Porter & Smithson, 2001; Oliva, 2005; Hirsch & Reys, 2009; Zhang & Hu, 2010) . Intended curriculum in Pakistan is developed by government from primary to higher secondary level (Government of Pakistan, 2006, 2009, 2010) . Enacted curriculum refers to actual use of intended curriculum in classroom practices. Teachers are real implementers of curriculum at classroom level, their professional development is essential to bridge intended curriculum guidelines with classroom practices (Bouck, 2008; Ornstein & Hunkins, 2014) . Teachers’ professional development is a process of enhancing teachers’ professional competencies to use curriculum effectively in classroom (Whitehurst, 2002; Smith, 2005; Komba & Nkumbi, 2008) . Acquisition of knowledge and skills for personal and career advancement provides opportunities for teachers to explore new roles, improve teaching strategies, redefine their practices and widen understanding about curriculum (Speck & Knipe, 2005; Komba & Nkumbi, 2008) . Curriculum policy makers, planners and practitioners have concerns about teachers’ professional development for curriculum implementation. They consider teachers’ professional development effective predictor for curriculum implementation that enhances teachers’ content knowledge, teaching strategies, use of instructional materials and assessment techniques for teaching. It impr

FAQs

What was the purpose of the study on physics curriculum implementation?

To explore gaps between the intended and enacted national physics curriculum from teachers’ professional development perspectives.

How was the study conducted and analyzed?

Data from 361 physics teachers in Punjab public sector secondary schools were collected using an 11-item self-developed Likert questionnaire, with reliability checked using Cronbach’s Alpha (0.846) and analysis performed in SPSS using mean, percentage, standard deviation, and independent-sample t-tests.

What were the key findings regarding training and urban-rural differences?

Only 34% of teachers were provided training on curriculum implementation, and there was no significant difference between urban and rural teachers’ professional development for physics curriculum implementation.

Oct 15, 2026

Uploaded by Anna Hans