Abstract:
Curriculum is a powerful tool used by the school to actualize the educational
objectives. There is limited literature on effective implementation of the pre-tertiary
education curriculum. Thus, the study explored the implementation challenges of pre tertiary education curriculum in the public primary schools in Ho municipality in the
Volta Region. Convergent parallel design of the mixed method approach (qualitative
and quantitative) was utilized. Two hundred and sixty (260) teachers and 4 School
Improvement Support Officers (SISOs) were sampled. Multi-stage sampling method
was used for this study and it involved three stages. The first stage involved the
selection of the circuits in the Ho Municipality. Simple random sampling method
specifically lottery method was conducted to select four (4) circuits, in the second
stage, a census method was used to select all the 28 public primary schools and 260
teachers, 4 SISOs were purposively selected at the third stage. The main instruments
employed in this study were questionnaire, structured interview guide and focus group
discussion protocol. Quantitative data was analyzed using SPSS version 23.0. The
qualitative data was thematically analyzed to build narrative to support the quantitative
results. The study showed that physical facilities and teaching and learning resources
are inadequate for effective implementation of pre-tertiary curriculum. The finding
showed that the teachers at the various primary schools are prepared for the
implementation of the pre-tertiary curriculum. It was evident that unavailability of
school facilities, insufficient supply of textbook, limited funding capacities, too much
work load for the teacher, and high teacher pupil ratio are the major challenges to the
effective implementation of the pre-tertiary education curriculum. The study found a
significant difference (t= 6.835, df=215, p=0.000 [p<0.05]) between challenges
teachers faced and their gender. According to the study, teachers experience differs in
respect of the challenges (F= 475.135, p=.000<0.05). The analysis showed that the
University of Education,Winneba http://ir.uew.edu.gh
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challenges teachers faced differ in respect of their educational level (F=275.835,
P<0.05). It was concluded that teachers are faced with numerous challenges in the
implementation of the pre-tertiary curriculum. The study recommended that Ho
Municipal Education Directorate in collaboration with Ghana Education Service should
supply schools with adequate learning resource materials to enable teachers play their
roles satisfactorily in the implementation of the pre-tertiary education curriculum
Description:
A Dissertation in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the
requirements for award of the Master of Philosophy (Educational Leadership)
degree