CHALLENGES AND HURDLES FACED BY TEACHERS TO TEACH ENGLISH LITERATURE AT SECONDARY LEVEL IN GOVERNMENT AND PRIVATE SCHOOLS OF KARACHI

Abstract

This study investigates the systemic challenges impeding effective English literature instruction at the secondary level in Karachi’s public and private schools. Employing a mixed-methods design, the research identifies critical barriers, including resource shortages, overcrowded classrooms, inadequate teacher training, inflexible curricula, socio-economic disparities, and divergent student engagement levels. Data was collected through structured questionnaires administered to 100 teachers and 1,000 students, complemented by semi-structured interviews with 20 educators. Chi-square analysis revealed statistically significant disparities between public and private institutions, with government schools facing exacerbated challenges due to financial and infrastructural constraints. A pronounced gender gap also emerged, with female students exhibiting significantly higher engagement in literature compared to their male peers. District-wise comparative analysis further underscored the influence of socio-economic factors on pedagogical outcomes. The findings necessitate urgent policy interventions, including enhanced teacher professional development, equitable resource allocation, and curriculum modernization. Strategic recommendations include technology-integrated pedagogical approaches, gender-responsive instructional strategies, and systemic reforms to mitigate educational inequities. This study contributes actionable insights for educators, policymakers, and curriculum designers seeking to optimize literature instruction in urban Pakistani educational contexts, while also offering a framework for similar settings in developing nations.