This document discusses a study on teachers' perspectives on their involvement in selecting and organizing learning experiences for the secondary school curriculum in Karnataka, India. The study found a positive relationship between teacher involvement and effective curriculum implementation. It recommends decentralizing the curriculum development process and increasing teacher participation in content selection and organization to better meet learner needs and improve learning outcomes. Currently, curriculum development in Karnataka is centralized, which can create a disconnect between the prescribed curriculum and classroom applications. Greater teacher input is needed to develop learning experiences that consider students' diverse backgrounds and abilities.

1. PERSPECTIVE OF TEACHERS TOWARDS THEIR
INVOLVEMENT IN SELECTION AND ORGANIZATION
OF LEARNING EXPERIENCES AND THEIR
IMPLEMENTATION IN SECONDARY SCHOOL
CURRICULUM
Dr.Omprakash H M, Professor*
Head, S M R S M.Ed P.G College
Reshmi Vidya Bhavan, Sarswatipur
Kusunoor Road, Behind G U K
Gulbarga-585 106, Karnataka
E-mail: dr.omprakash322017@gmail.com, Contact No: +91 9901982999
Sasmita Maharana,**
Regional Institution of Education
Sachivalaya Marg, Bhubaneshwar-751 022, Odisha
E-mail: sasmita.maharanaphy@gmail.com, Contact No: +91 8280474126

3. Study shows the important role of teachers in the curriculum
content selection, their organization and its development .
Government of Karnataka should allow the teachers to get
involved in curriculum development program in a large number
Curriculum developmental units should be redefined at
SCERT/DSERTS.
Decentralized curriculum development program at national level
provides a wider opportunity to teachers of different schools,
colleges, university faculties for providing their contributions in
effective curriculum development.
As curriculum is base of all types of learning experiences with
which teachers are dealing at ground levels of educational system;
government of Karnataka should give attention to this.

4. Learning experiences imply to the learning which occurs
through experiences of an individual that comprises any type of
interactions, responses to any type of external stimuli in the
learning setup.
In academic fields learning experiences are meaningful,
challenging, interesting, specific goal oriented as well as meant to
fulfill individual learner needs.
All information, syllabus, teaching learning materials,
methods for transacting curriculum, number of classes required
to deal with any lesson, types of tests to be conducted and
evaluation methods all are governed by Govt. of Karnataka
through SCERT/DSERT by a panel of members. Teachers who
are transacting the curriculum in real fields for achieving the
curriculum mentioned objectives meeting the diverse needs of
the learner become passive here.

5. Statement of the problem:
In Karnataka centralized curriculum development is there at state
government level (SCERT/DSERT). Teachers who are dealing with
curriculum transaction in real classrooms have a negligence role or
some times nil. Panel of experts from govt. sectors frame the
curriculum by choosing and organizing the learning experiences.
Hence after produce the syllabus near teachers for transacting it
effectively. Due to lack of teachers’ involvement a void gets created
between govt. prescribed curriculum and actual classroom
applications. It counters the study that says there is link between
teachers perspective towards the choice and organization of
learning experiences and successful implementation of the
curriculum in Karnataka state.

6. Study objective:
Study objective- To study the relationship between
teachers’ perspective towards their involvement in selection
and organization of learning experiences and
implementation of secondary school curriculum in
Karnataka State.
Study Hypothesis:
Study hypothesis- There is no relationship between
perspective of teachers towards their involvement in
selection and organization of learning experiences and
implementation of secondary school curriculum in
Karnataka State.

7. The research was conducted in four divisions of Karnataka
namely Gulbarga division, Bangalore division, Mysore division
and Belgaum division.
Results and Discussion:
The study held was to ascertain if there was any relationship
between teachers view regarding their involvement in choosing
and organizing the learning experiences and their
implementations in secondary school curriculum in four
divisions of state. Respondents were requested to choose the rate
of extent to which they were participated in choosing and
organizing the learning experiences throughout the curriculum
developmental process.

8. Sl. No Response N M Standard
Deviation
1 Considering the diverse needs of classroom in physical and
mental aspects (including inclusive education), while choosing
various learning experiences.
292 1.37 1.20
2 Selection of age appropriate contents and adaptation of various
teaching learning strategies.
292 2.18 0.71
3 Selection and organization of learning experiences related to
self-sufficient life skills, academic skills etc.
292 2.40 0.95
4 Selecting innovative learning strategies with vivid activities and
examples as per demand of learners’ need.
292 2.25 0.66
5 Selection and organization of learning experiences based on
values like aesthetic value, Moral Value, Social Value, National
integration etc.
292 2.32 0.24
6 Selection of flexible teaching learning strategies as per demands
of classroom.(Modification as per need).
292 2.82 0.91
7 Selecting techniques to make learners visualize the abstract
concepts and use of local resources for better understanding of
theories about practical applications.
292 2.22 1.13
Overall mean 292 2.22 0.82
Table 1: Teachers’ Involvement in The Process of Selection and Organization Of
Learning Experiences.
Key: N=Sample Size, M=Mean, S.D=Standard Deviation

9. Sl. no Opinions N M S.D
1 Involvement in selection and organization of learning experiences
enables the teachers to maintain the sequence and continuity of learning
experiences while implementing the curriculum.
292 4.09 0.66
2 Involvement of teachers provides ample scope for putting practical
examples and application of theoretical as well practical contents in
daily life experiences.
292 4.31 0.59
3 Involvement enhances to relate the social, emotional background of
learners with their learning experiences.
292 4.54 0.89
4 Involvement enables to adopt flexible teaching learning strategies. 292 4.11 0.95
5 Involvement in selection and organization process opens scope for
inclusion of local, traditional as well modern skills and techniques in the
curriculum.
292 4.14 0.88
6 Strengthens teachers to make learners learning about scientific attitudes
eradicating superstitions and other social barriers.
292 4.45 0.49
7 Can give freedom from root learning and provides experiential
learning.
292 4.0 0.91
8 Involvement of teachers opens door for multilingual teaching learning
practices.
292 4.37 0.76
9 Enables teachers to identify multiple talents, creativeness, and skills of
learners and provides strategies to make them excel in their interested
area.
292 4.23 0.87
10 Teachers don’t implement the curriculum effectively if they are not
involved in selection and organization of learning experiences.
292 2.81 1.0
Overall mean 292 4.10 0.80
Table 2: Effective Curriculum Implementation and its Dependence on Involvement of
Teachers in Selection and Organization of Learning Experiences.

10. Conclusion:-
This study reveals there is positive relationship between teachers’
perspective of their involvement in selection and organization of
learning experiences and implementation of secondary school
curriculum of Karnataka state. Curriculum developmental program is
still one centralized system which needs to be decentralized therefore.
Stake holders who deal with learners face to face in classroom should
be involved in large numbers for creating effective learning
environment.
The curriculum demands active efforts on the part of the teacher to
bring about more insights, greater knowledge, and increased
enthusiasm in the pupils for learning. In most countries curriculum
development is relatively centralized.

11. The countries like China, Fiji, Thailand, Maldives, Germany,
Indonesia, Japan, Korea, Malaysia, Philippines, Sri Lanka and
Thailand all report highly centralized curriculum development
process. Though the final decision is made at the government level,
the teachers, teacher unions and others stakeholders are consulted
before and during the development process. In the counties such as
Australia, France, New Zealand and Philippines, systematic inputs
few teachers on policy development; training and reviewing
curriculum are obtained.

12. References:
•Dr. Lydia Kanake Kobiah (2016), Teachers’ Perspective Towards
Their Involvement in Selection and Organization of Learning
Experiences and Implementation of Secondary School
Curriculum in Kenya, Journal of Education and Practice
www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.28, 2016, 51-59.
•Entwistle, N (1990) (Ed). Handbook on Educational Ideas and
Practice. Routledge. NY.
•Journal of Education and Practice, v6 n6 p150-154 2015
•Kumar Krishna (1997). What is Worth Teaching, Orient
Longman, New Delhi.
•NCERT (2000). National Curriculum Framework for School
Education, NCERT, New Delhi.
•Omprakash H.M. (2013), Role of teacher in curriculum
construction: A Transaction search for better future, National
Conférence on Curricular Transactions in Primary and
Secondary Education in India, Bangalore, and Page No-13.
•Wiles, J.W. & Joseph Bondi (2006): Curriculum Development:
A Guide to Practice. Pearson Publication.