Teachers’ Perceptions of Hidden Curriculum in Shaping Student Character

Abstract

Although the hidden curriculum is not taught in official programs, it has a strong influence on shaping the character and personality of the students. This  paper will attempt to investigate how the hidden curriculum works in the character education of secondary school students. This study is a Qualitative research and the Ethnographic research qualitative design is applied. The sample of the study will comprise 60 Secondary School Teachers (SSTs) and were chosen in University Campus (Islamia Collegiate School of boys and University Model School of girls) of the district Peshawar Khyber Pakhtunkhwa. The study had a sample of 20 SSTs (10 SSTs in each school with Purposive sampling technique being applied to select the sample. The instruments of data collection were semi-structured interview and Observation as Findings reveal that most of the teachers might not know the term hidden curriculum, but their actions are based on the principles of this concept and lead to the development of such qualities as perseverance, fairness, and responsibility. Educators have recognized the essence of character education as a requirement to the personal growth as well as academic achievement. The paper emphasizes the role that character is developed in day-to-day interactions and at an unconscious level, thus making it clear that teacher-student relationships must be harmonious. It concludes that such awareness of the hidden curriculum can be incorporated into teacher training and education policy to help build character better preparing students to deal with not only academic issues but also life outside of school.