Hidden Curriculum: A managerial Challenge in Schooling Systems amid COVID 19 Era

The main purpose of this study was to explore consequences pertinent to COVID 19 on the newly emerged online educational approach in schooling systems. The authors argued that Covid 19 pandemic has changed the meaning of many educational constructs. In so doing, the researchers explored the perceptions of the teachers on whatness of hidden curriculum in Covid 19 era in order to generate a substantive reading on the teachers’ perceptions of hidden curriculum. This qualitative study used interviews based on Active Interviewing theory to guide the collecting and coding of interview data so as to identify emerging categories. Although several definitions of hidden curriculum exist, this study is theoretically commenced with a Giroux definition of hidden curriculum. As the findings showed, the teachers defined hidden curriculum as covering a range of interferences on meeting up the main missions and visions of the intended curriculum while mitigating the possible negative consequences of COVID 19.Based on their readings, these interferences can be listed as the great social class divide emerged, illiteracy issues on online coaching, learners’ low incentive effect on behalf of teachers and infrastructure challenges which requires a revisit to policy and practice levels in critical situations

Keywords:

Hidden Curriculum , Educational Management , Online Teaching , COVID 19