Abstract:
With the introduction of a new Standards-based Curriculum in Ghanaian Basic schools in September 2019, no empirical study has examined teachers‟ knowledge and perceptions about the new curriculum. This study employed a quantitative non-experimental descriptive survey approach to investigate teachers‟ perceptions, knowledge and readiness to implement and adopt the new curriculum for use. A non-probability purposive sampling method was used to obtain a homogenous sample of sixty primary school teachers in Agona Nsaba in the Central region of Ghana. A self-complete structured questionnaire was used to elicit information about the views of the teachers. In all, the teachers believed a change in curriculum was very much needed and that the new curriculum offered better learning opportunities for the learners. The teachers fairly understood all the listed aspects of the curriculum, had the required knowledge about the key concepts of the new curriculum and believed they could competently apply the aims and values of the curriculum in their teaching. Even so, the teachers were apprehensive of how the implementation of the curriculum would go because they felt the training they received was inadequate and that for them to implement the curriculum successfully, more training was required.
Description:
A Dissertation in the Department of Educational Foundations,
Faculty of Educational Studies, Submitted
to the School of Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Post Graduate Diploma
(Education)
in the University of Education, Winneba
