Teacher Autonomy and Curriculum Adaptation in CBSE Schools

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DOI: https://doi.org/10.63345/ijre.v14.i12.2

Prof. (Dr) Punit Goel

Maharaja Agrasen Himalayan Garhwal University

Uttarakhand, India

orcid- https://orcid.org/0000-0002-3757-3123

Abstract— Teacher autonomy and curriculum adaptation are critical factors influencing the effectiveness of instructional delivery and student outcomes in Central Board of Secondary Education (CBSE) schools in India. This study investigates the extent to which CBSE teachers perceive and exercise autonomy in pedagogical decision‑making and how they adapt the prescribed curriculum to meet diverse learner needs. A cross‑sectional survey was conducted among 100 teachers from urban and semi‑urban CBSE schools across three major Indian cities. Using a structured questionnaire comprising Likert‑scale items and open‑ended questions, data were collected on teachers’ decision‑making latitude in content selection, pedagogical strategies, assessment methods, and contextual curriculum modifications.

Quantitative analysis involved descriptive statistics to chart levels of autonomy and the frequency of adaptation practices, while qualitative thematic analysis captured perceived benefits and challenges. Findings reveal that while a majority of teachers report moderate to high autonomy in instructional planning and assessment design, actual curriculum adaptation varies widely, often constrained by resource limitations, administrative policies, and examination pressures. Key themes include the need for targeted professional development, supportive leadership, and flexibility in curriculum guidelines. The study concludes with recommendations for CBSE policymakers, school administrators, and teacher educators to foster environments that balance standardization with teacher‑driven innovation, ultimately enhancing teaching quality and student engagement.

Keywords— teacher autonomy; curriculum adaptation; CBSE schools; pedagogical decision‑making; India

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