Exploring the role of headteachers in the implementation of career technology curriculum in Achiase District

Abstract

This study focused on the critical role that headteachers play in implementing the Career Technology Curriculum within the Achiase District of Ghana, particularly in efforts toward improving educational quality, school management, and integrating vocational and technical training into the Common Core Programme (CCP). Anchored in an interpretivist paradigm, this research adopted a qualitative multiplecase study approach where data was collected through semi-structured interviews that revealed significant findings. Data analysis involved thematic analysis, which allowed for identifying and interpreting repeated patterns, themes, and categories within the interview transcripts. Interviews with ten (10) public school headteachers revealed considerable challenges to effective curriculum implementation, mainly due to inadequate teaching materials and equipment. This inadequacy forces over-reliance on theoretical teaching, thus limiting opportunities for practical learning. Other challenges include time available for professional development and lack of interaction with the community, which work against the stated curriculum goal of equipping students with relevant skills for the workplace. However, headteachers showed resilience in terms of creating partnerships outside their schools and establishing cooperation in their schools, although the long-term viability of such efforts was always precarious. Based on the findings, there were calls for more resources to be allocated, professional development relevant to the local industry context to be enhanced, and involvement in the community to be strengthened. These measures were aimed at supporting stakeholders in realising more effective career technology education and preparing students for work readiness.