Practices of Hidden Curriculum in Secondary Schools of District Darjeeling (West Bengal, India): An Exploratory Factor Analysis

Abstract

The present study aimed to analyse hidden curriculum practices in secondary schools located in Darjeeling District, West Bengal. A descriptive research method was adopted, involving 400 students (200 male and 200 female) selected from 20 government secondary schools affiliated with the West Bengal Board of Secondary Education. Data were collected using a 42-item Hidden Curriculum Assessment Scale. The reported data were analysed using the Kaiser–Meyer–Olkin (KMO) measure, Bartlett’s test of sphericity, principal component analysis with Varimax rotation, and descriptive statistics. The KMO value was 0.874, while Bartlett’s test was statistically significant (χ²(861) = 4685.32, p < .001), indicating the suitability of the data for factor analysis. Five dimensions were identified: Social Values and Ethics, Behaviour and Communication Skills, Gender Roles and Diversity, Learning and Competition Environment, and Autonomy. Together, these factors explained 66.26% of the total variance. Social Values and Ethics recorded the highest mean score (M = 4.12, SD = 0.51), followed by Learning and Competition Environment (M = 4.05, SD = 0.54). Autonomy received the lowest mean score (M = 3.76, SD = 0.61). The findings demonstrate the multidimensional nature of hidden curriculum practices and highlight the importance of examining school culture, social values, communication, inclusion, and student independence alongside the formal curriculum.