Exploring the Parameters of Syllabus through Teachers’ Perception

Abstract

The definition of syllabus has confused various thinkers and theorists for a long time. There are basically two main schools of thought providing the definition. In the first place, syllabus is considered as a part of the curriculum which deals with the course material and its sequencing only; on the other hand, syllabus is defined in a broad manner encapsulating areas like method, evaluation, time and objectives. The present study attempts to analyse teachers’ perception regarding their understanding of the different parameters of syllabus design after performing an Exploratory Factor Analysis (EFA). A questionnaire comprising 21 statements on the different parameters of syllabus, was administered to the teachers teaching secondary grade with a view to understand the teachers’ perception about the different aspects of syllabus. The EFA results reflect that teachers perceive that syllabus consists of four parameters. The study helps in understanding how teachers perceive the different aspects of syllabus.