Teacher factors affecting the implementation of Standards-based curriculum in public early childhood Centers in the Sunyani municipality

Abstract

The purpose of this study was to investigate teacher factors affecting the implementation of the standards-based curriculum in public early childhood centres in the Sunyani municipality. The researcher adopted concurrent triangulation design for the study; sample size of 118 was adopted by the researcher which included 112 Kindergarten Teachers and 6 head teachers. Census and Purposive sampling technique were also adopted, the instruments used were questionnaire, semi-structured interview guide and observation checklist. The study highlighted teacher preparation, including training in early childhood education, as crucial for successful implementation of standards-based curriculum, as it enhances educators' understanding of curriculum content and effective teaching strategies, ultimately leading to improved learners outcome. Additionally, higher academic qualifications among teachers significantly influence the implementation of curriculum outcomes by enabling the use of effective strategies and adaptability to curricular changes. Learning environment created by teachers, characterized by adequate and attractive teaching aids, good sitting arrangement, adequate space for learners to interact with each other in the classrooms, good lighting, well displayed learning resources on walls and clean classrooms were essential for effective curriculum delivery, while poor environmental conditions hinder teaching practices and pupil learning. Finally, effective time management was vital for maximizing curriculum coverage and ensuring meaningful learner engagement and assessment, as poor time management negatively impacted academic performance. The study concluded that, teacher preparation, qualifications, teacher created learning environments, and time management strategies significantly influence the implementation of the standards-based curriculum in public early childhood centres in the Sunyani municipality. Comprehensive teacher preparation and higher qualifications are linked to improved understanding and execution of curriculum requirements, enhancing educational outcomes for students. it was recommended that the Ministry of Education implement comprehensive pre-service and in-service training programs emphasizing practical teaching strategies, establish policies to recruit and retain qualified early childhood education teachers with relevant credentials, provide training on effective time management techniques for lesson planning and delivery, and support the establishment of Professional Learning Communities in schools to foster collaboration and address curriculum implementation challenges.