Exploring Teachers’ Perceptions, Practices, and Attitudes Towards the Use of Intended Learning Outcomes in the Classroom

Integrating intended learning outcomes (ILOs) in educational frameworks has proven to be an essential strategy for enhancing teaching effectiveness and student learning across various disciplines. ILOs serve as precise statements outlining the knowledge and competencies that students should acquire by the end of a course or lesson, functioning as roadmaps for teachers and students, delineating the essential skills and knowledge required for success. The current study investigated teachers’ perceptions, practices, and attitudes towards the utilisation of ILOs in their classrooms. The data was gathered from 12 purposefully selected participants from 12 different primary schools through participant observation, semi-structured interviews, and document analysis. The collected data was analysed thematically. The results indicate that while many teachers recognise the value of ILOs, there is often a discrepancy between their understanding and practical application. This disparity arises from a lack of familiarity with instructional design principles or inadequate opportunities for professional development. The study highlights the importance of conducting a more in-depth examination of teachers’ perceptions to identify areas that require specialised support and professional growth initiatives.