THE ROLE OF A TEACHER IN EDUCATIONAL PLANNING

THE ROLE OF A TEACHER IN EDUCATIONAL PLANNING

​​​​​​​BACKGROUND OF THE STUDY

Education is recognized as the key to a nation's growth on a global scale. It is the instrument for the political, economic, social, and technical growth of a country. For education to play its crucial part in the transformation of a nation, it must be sufficiently and successfully planned, since poor educational planning can compromise the nation's progress for decades (Aggarwal, & Thakur, 2017). Planning is determining beforehand what is to be done, when it is to be done, where it is to be done, how it is to be done, and who is to execute it in order to attain set goals and objectives. Educational planning, on the other hand, is a methodical and scientific set of decisions for future action, with the intention of achieving educational goals and objectives through the most efficient use of limited resources. This suggests that educational planning is the instrument for coordinating and regulating the direction of the many components of an educational enterprise in order to attain educational goals (Abu-Duhou, 2019).

Educational planning is required in every nation for a variety of reasons, including the government's desire to meet the yearnings, needs, and aspirations of the populace, the demand for education and access to education, to provide quality education to the people, to respond to technological development, to ensure global competitiveness, and, most importantly, to implement government political philosophy. Nonetheless, the style of educational planning implemented in a nation is determined not by professional planners, technical planners, and democratic politicians, but by the political system. The polity is a representative body of the ruling government at the time the educational plan was formulated.

Thus, the government is responsible for determining the overall objective of education and providing the plan's guidelines. The government's governing body or legislature determines the timeframe and makes the ultimate decision on the plan's structure. Various methods of educational planning exist. The government may decide to implement either short-term, long-term, or strategic educational planning, so long as the kind chosen assists the government in carrying out its political goal or philosophy. Therefore, the significance of educational planning in achieving educational objectives cannot be overstated (Abu-Duhou, 2019).

Typically, teachers participate in national or school-based curriculum creation and renewal initiatives (Peerzada, 2016). However, the primary responsibility of instructors during curriculum creation is the planning and execution of instructional activities. According to Connelly (quoted in Peerzada, 2016), even when teachers are tasked with implementing a pre-packaged program, they still play a crucial role in program development by making their own decisions and modifications while adapting the curriculum to their specific context and teaching conditions. In order for teachers to engage actively and successfully in curriculum reform initiatives, it is vital for them to have the option of adapting the curriculum to their specific teaching situation (Bray, 2019). It appears that constraints on teacher autonomy are one of the problems instructors face when making instructional decisions and implementing them.

1. 1. STATEMENT OF THE PROBLEM

Educational planning is concerned with the future and draws insight from the past. It serves as the basis for future decisions and activities, but it is more than just a plan. Planning is an ongoing process that considers not just where to go, but also how to get there and the optimal route. Its job does not end after a plan is written down and approved. Effective planning must be concerned with its own execution, including progress achieved or not made, unanticipated hurdles encountered and how to overcome them. Plans are not intended to be set in stone, but rather to be altered and adapted as the situation demands. As preparations for one period are put into reality, planning for the subsequent period must commence, based on input from the previous (Bray, 2019).

According to Bush (2015), planning is, or should be, a fundamental aspect of educational administration in its widest definition. It may aid decision-makers at all levels, from classroom teachers to national ministers and parliamentarians, in making more informed choices. This can be accomplished by facilitating a clearer understanding of the precise objectives at hand, the available alternatives for attaining these objectives, and the anticipated repercussions of each decision. Planning may assist generate larger and better aggregate outcomes within the constraints of existing resources, and instructors can readily facilitate this (Bush, 2015).

It has been discovered, however, that the majority of educators are unaware of educational planning. Most troubling is the fact that most instructors, especially those who are not education graduates and who become teachers by accident (often due to a shortage of jobs), are unaware of their role in educational planning and have not received training for it. This study aims to shed information on the responsibilities of teachers in educational planning, therefore bridging the gap identified by this research.

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