Abstract:

The main purpose of this study was to determine Boarding Elementary District Schools (BEDS) classroom teachers’ views regarding the 2005 curricula. This study used the qualitative research method to reveal BEDS teachers’ views about elementary school curricula in their specific context. Purposeful sampling methods were employed in selecting the subject population for this study. Fifteen classroom teachers volunteered and came from seven BEDS. Data were gathered from the semi-structured interviews during the 2009-2010 school year. The content analysis method was employed to analyze the data. According to the research results most of the BEDS’ teachers pointed out that they adopted the 2005 curricula. The majority of teachers stated that the number of students in their classroom, the number of teachers and management staff in their schools were adequate. However some teachers indicated that the BEDS’ students have difficulties accessing educational resources. The problems that BEDS’ teachers encountered regarding curricula were insufficient principal support, parents’ lack of knowledge about curricula and their lack of involvement into school life. For these problems, teachers recommended that principals, teachers and parents should be informed about curricula by university professors or specialists, and the infrastructure of schools need to be improved. In addition, new policies should be developed in order to increase parental involvement

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