Teachers' Perceptions of the Implementation of the Five Essential Learning Concepts Proposed in the Catholic Curriculum Reform: A Mixed-Method Study in the Colombo District, Sri Lanka

Abstract
The study investigated the Perception of teachers about the implementation of the five essential learning concepts (5 ELCs) in the Catholic Curriculum Reforms (CCR) (Character development, environmental sensitivity, social and socio-cultural sensitivity, health and wellbeing and, values norms and mindfulness), the under mixed method approach. The objectives of the study: To examine the understanding of 5 ELCs in CCR, to identify the attitudes of the teachers about 5 ELCs in CCR, To identify the challengers in implementing 5 ELCs in CCR and To propose strategies to overcome challenges connected with the 5 ELCs in CCR. Explanatory sequential design was employed and two hundred and thirty-two teachers of the district of Colombo were Surveyed online under the quantitative approach adopting the Likert scale technique. Besides, focus group interviews were conducted among the mainstream stakeholders. The findings strongly suggested that teacher’s awareness, knowledge, understanding of the purpose and the confidence towards the teaching of the 5 ELCs concepts are positive towards curricula implementation. An in-depth examination of the results revealed more favorable attitude towards character development and environmental sensitivity. On the contrary, the teachers have expressed backward attitude towards the mindfulness, social and socio-cultural sensitivity and health and wellbeing because of the abstraction. The results strongly suggest the existing gaps in teachers’ preparedness while advocating for the well-directed capacity building and professional training programs. The recommendations underscored the flexibility in modular delivery, and professional curricula evaluation for development and improvement.

Key words: Perception of the teachers, 5 Essential Learning Concepts, Catholic Curriculum Reforms

Teachers' perceptions, Catholic Curriculum Reform, Five Essential Learning Concepts, curriculum implementation, teacher preparedness, mixed-method study

1. Crotty, M. (1998). The foundations of sociological research: Meaning and perspectives in the research process. Sydney: Allen and Unwin. [Google Scholar] [Crossref]

2. Darling-Hammond, L., Hyler, M., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. [Google Scholar] [Crossref]

3. Education, M. (2024). Task force evaluation sessions. MOE. [Google Scholar] [Crossref]

4. Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. [Google Scholar] [Crossref]

5. Fullan, M., & Pomfret, A. (1977). Research on curriculum and instruction implementation. Review of Educational Research, 47(2), 335–397. [Google Scholar] [Crossref]

6. Gamage, S. (2008). Learning in the school context: Youth as critical thinkers or functionaries in the knowledge economy. Colombo: Center for Poverty Analysis (CEPA). [Google Scholar] [Crossref]

7. Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. [Google Scholar] [Crossref]

8. Jita, L., & Vandeyar, S. (2006). The relationship between the mathematics identities and pedagogical choices of pre-service teachers. Pythagoras, 64, 12–25. [Google Scholar] [Crossref]

9. Kevin, P. W. (2009). The teachers' perception of classroom religious education in New Zealand Catholic secondary schools. [Google Scholar] [Crossref]

10. Kohler, R. (2008). Bloomsbury library of educational thought: Jean Piaget. New York: Bloomsbury. [Google Scholar] [Crossref]

11. Luisa, L., Morales, D. A., Liso, M. R., & Perales, F. J. (2021). Emotional and cognitive preservative science teachers' engagement while living a model-based inquiry science technology engineering mathematics sequence about acid-base. Frontiers in Psychology: Brief Research Report, 12(8 October 2021), 1–8. [Google Scholar] [Crossref]

12. Mingdam, H., Ran, L., Wenjing, W., Zehou, S., Jiaming, Z., & Haokum Han. (2022). The effect of mutual help behavior on employee. Sustainability, 14(11182), 1–12. [Google Scholar] [Crossref]

13. Ministry of Education. (2023). National Education Policy Framework (NEPF) 2023–2033. MOE. [Google Scholar] [Crossref]

14. Ministry of Education. (2023). Task force evaluation sessions. MOE. [Google Scholar] [Crossref]

15. National Educational Reformist Guild. (2020). The Christian religious education teachers' attitudes toward the five-stage lesson plan framework in Kenya: A gender-based analysis. Education Press Kenya. [Google Scholar] [Crossref]

16. Penuel, W., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958. [Google Scholar] [Crossref]

17. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). California: Thousand Oaks, CA Sage Publications. [Google Scholar] [Crossref]

18. Tyack, D. (1995). Tinkering toward utopia: A century of public-school reform. Harvard University Press. [Google Scholar] [Crossref]

19. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press. [Google Scholar] [Crossref]