Curriculum Ideologies among Public School Teachers: A Study in Dogadakedar Rural Municipality, Baitadi, Nepal

Abstract

Understanding teachers' curriculum ideologies is essential for aligning classroom practices with national educational goals. This study investigates the curriculum ideologies of 200 public school teachers in Dogadakedar Rural Municipality, Baitadi District, Nepal, using Michael Schiro’s Curriculum Ideology Survey. The research explores how historical, social, and cultural contexts shape ideological orientations and influence educational delivery in rural Nepal. Employing a descriptive survey design complemented by interpretive analysis, the study categorizes teachers' preferences across four ideologies: Scholar Academic, Social Efficiency, Learner-Centered, and Social Reconstruction. Results reveal a strong inclination toward Learner-Centered and Social Efficiency ideologies, with lesser alignment to Social Reconstruction and Scholar Academic perspectives. These ideological patterns contrast with the priorities of Nepal’s National Curriculum Framework (NCF) 2019, which emphasizes Social Efficiency and Reconstruction for societal reform and employability. The rationale for this study stems from a critical gap in policy-practice coherence—teachers’ pedagogical beliefs are rarely examined, yet they profoundly affect curriculum implementation. In regions like Dogadakedar, where systemic support is limited, understanding ideological preferences is key to designing effective training, localized curriculum adaptations, and responsive educational policy. The study provides empirical evidence to guide more inclusive, ideology-sensitive curriculum reforms that harmonize teacher beliefs with national aspirations.