PERCEPTIONS OF HIDDEN CURRICULUM, SCHOOL FACILITIES, AND TEACHING QUALITY AS CONDITIONS FOR CRITICAL THINKING: A SURVEY OF PUBLIC GIRLS’ HIGH SCHOOLS IN QUETTA, PAKISTAN

Abstract

Schools shape thinking through unwritten norms, physical conditions, and teaching practice as well as formal lessons, yet little survey evidence exists on how these are perceived in the public girls’ schools of Balochistan. This study surveyed 139 respondents (109 students, 25 teachers, and 5 examination officials) in six government girls’ high schools in Quetta, using a 20-item questionnaire on hidden curriculum, facilities, and teacher quality (pilot α = .79–.86). Responses were analysed descriptively, with 95% Wilson confidence intervals. Respondents reported strong encouragement for questioning (97.8%) and constructive feedback (95.7%), but 41.0% disagreed that school culture is free of bias and favouritism, and majorities agreed that unwritten obedience norms (56.8%), teachers’ conduct towards one another (74.8%), shortages of basic facilities (81.3%), and untrained teachers (71.9%) harm students’ learning or thinking. Technology was the weakest facility area: 45.3% disagreed that ICT tools are used for learning. All respondents said teachers receive training, yet 26.6% doubted teachers’ ICT knowledge. Because critical thinking itself was not measured, the findings describe perceived conditions for critical thinking, not their effects. Priorities include classroom-based coaching, school-level monitoring of conduct and bias, and investment in ICT and basic facilities.