Factors influencing implementation of early childhood new curriculum in public schools at Bia-West District

Abstract

The purpose of this study is to examine the factors influencing the implementation of early childhood curriculum in public basic schools in the Bia-West District. The study adopted quantitative research approach and descriptive survey research design. The study used a sample of 270 early childhood teachers in the district. The population of the study consist of 800 early childhood teachers in Bia-West district. The study employed two-stage sampling techniques procedure. The study first employed cluster sampling where the district was clustered based on the area councils in the district. In the second stage, the study employed a simple random sampling technique to select 45 early childhood teachers from each of the 6 area councils. The study used questionnaire as the main instrument for data collection. Data gathered from the questionnaires were coded, scrutinized and analyzed with the help of Statistical Packages for Social Sciences (SPSS) version 25. The study used descriptive statistics such as frequency counts, tables relative importance index and percentages to analyze the data collected. The study found that regular teacher training opportunities are perceived as highly effective and are ranked as the most crucial factor in successful curriculum implementation. This aligns with the notion that continuous teacher development is essential for improving curriculum delivery. It was also found that availability of adequate teaching resources and materials ranks second in importance. This highlights the importance of having the necessary materials to make the curriculum accessible and engaging. The study recommends that the Ghana Education Service and the Ministry of Education through the districts should establish a comprehensive and sustainable professional development program for early childhood educators, focusing on continuous training, skill enhancement, and exposure to innovative teaching methods.