A Phenomenological Study of Teachers' Challenges in Moving from Behaviourist to Humanistic Pedagogy in a Pakistani Private School

Abstract

This phenomenological study explores the lived experiences and struggles of secondary school teachers in Pakistani private schools as they shift from behaviourist to humanistic pedagogy. A qualitative research design is used to collect data through semi-structured interviews with eight purposively selected teachers experiencing the transition to learner-centred pedagogy. Findings from thematic analysis revealed that this global shift in pedagogy is a quite complex process, initially perceived as a challenge by teachers but eventually leading to a significant transformation. Both external and internal factors, like rigid assessment policies, large class size, time limitations, parental involvement, lack of professional training, and shift from authoritative to facilitative, played a major role. Despite these barriers, this research highlights positive outcomes for students and teachers, improving students' engagement and confidence in class while boosting teachers' reflective practice and growth. The study concludes that achieving the required outcomes from a humanistic approach in Pakistani private schools requires systematic support and transformation, including professional training for teachers, improving rigid school policies, and gradually adopting a blended environment where traditional and modern teaching styles work together.