Teachers’ Perceptions of Curriculum Alignment, Professional Development, and Teaching Practices

Abstract

This study explores teachers’ perceptions of curriculum alignment, teaching methods, and professional development programs at Rawdah High School in Beirut. Utilising a quantitative research design, data were collected through a selfadministered questionnaire completed by 80 teachers across various disciplines. The study aims to evaluate the relevance of the curriculum to intended learning outcomes, the effectiveness of teaching methods, and the impact of professional development on student learning and achievement. Results indicate that while most teachers find the curriculum well-aligned with educational goals and teaching practices moderately effective, professional development received the lowest satisfaction score, highlighting significant room for improvement. Additionally, administrative support and resource availability emerged as crucial factors for fostering an effective learning environment. These findings provide actionable insights for school leaders to enhance educational practices, align professional development with contemporary educational challenges, and contribute to ongoing discussions on educational reform in Lebanon. The study also lays the groundwork for further regional research in this area.