Challenges to the implementation of the common core programme jhs English curriculum a case of Yilo Krobo municipality

Abstract

This study investigated the concerns, barriers, and administrative support structures experienced by teachers in the implementation of the Common Core Programme JHS English Curriculum (CCPEC) in the Yilo Krobo Municipality of Ghana. The study highlighted the government's training workshops for Junior High School (JHS) teachers, which were marred by the lack of learning materials and a congenial atmosphere necessary for successful implementation. Using a mixed-methods approach, the study employed an embedded mixed method research design to collect data from English teachers and headteachers of public JHSs. The study's findings reveal that teachers face impediments in implementing the Common Core Programme English curriculum, necessitating additional training and support. They express interest in effective assessment methods, recognizing the need to evaluate students' abilities beyond traditional approaches. Time constraints and student readiness are also identified concerns. Lack of resources, including textbooks, internet access, funding, and computers, hinders successful implementation. Effective staff support, collaboration, and resources are crucial. The study emphasizes the importance of monitoring and evaluation despite financial constraints. In conclusion, addressing these issues requires prioritizing funding, providing necessary resources, and fostering a collaborative school culture to ensure the successful implementation of the Common Core Programme English curriculum in Ghana. The study suggests the conduct of a longitudinal study to examine the long-term effects and sustainability of staff support strategies in the implementation of the Common Core Programme JHS English curriculum.