The role of science learning area coordinators in implementing school improvement through curriculum development innovation: A case study

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)


Institute for Educational Development, Karachi


This study investigated the roles that the Science Learning Area Coordinators play in implementing a school improvement initiative in the area of science by a well-known school system in its schools in Karachi. The perceptions and practices of two Science Learning Area Coordinators were explored through interviews, post-lesson conferences, observations and document evidences. Moreover, the perceptions of principals and heads of both schools and the Science Program Associate were also explored. The study reveals that Science Learning Area Coordinators (SLACs) play a central role in implementing the school improvement initiative. Five major roles and responsibilities were identified as classroom teacher; mentor teacher; program developer; member of school academic management team; and a motivated learner. The study reveals that there was a significant harmony between the assigned, perceived and performed roles and responsibilities. This effective role performance can be attributed to: shared vision; involvement of teachers in curriculum planning and management; appropriating roles and responsibilities of SLACs; availability of resources; characteristics of the improvement initiative; balanced support and pressure from the school system; and personal abilities and qualities of the SLACs. The findings have significant implications for curriculum improvement planning and management.

This document is available in the relevant AKU library