Challenges in the Implementation of Constructivist Teaching-Learning Practices at the Secondary School Level

Abstract

Constructivist teaching-learning practices have gained significant importance in contemporary education as they promote active learning, critical thinking, problem-solving, collaboration, and learner-centered instruction. competency-based and experiential learning, making constructivist pedagogy highly relevant in secondary education. Despite its educational benefits, the effective implementation of constructivist teaching-learning practices remains a challenge due to various institutional, pedagogical, and infrastructural constraints. The present study aimed to investigate the challenges faced by secondary school teachers in implementing constructivist teaching-learning practices. A descriptive survey method with a quantitative research design was adopted for the study. A sample of 100 secondary school teachers was selected using simple random sampling. Data were collected through a structured questionnaire and analyzed using frequency, percentage, mean score, and standard deviation. The findings indicate that inadequate teacher training, large class sizes, examination-oriented education, insufficient instructional resources, time constraints, and limited administrative support are the major barriers to implementing constructivist practices effectively. The study highlights the need for continuous professional development programmes, curriculum reforms, improved classroom infrastructure, and institutional support to facilitate successful implementation of constructivist pedagogy. The findings provide useful insights for teachers, school administrators, curriculum developers, and policymakers in promoting learner-centered education and improving the quality of secondary education.