Kindergarten teachers’ implementation of the standards-based curriculum in Nkwanta South Municipality

Abstract

This study explored the kindergarten teachers' implementation of the Standards-Based Curriculum in Nkwanta South Municipality. Guided by the Concerns-Based Adoption Model and Educational Change Theory, the study employed interpretivism research paradigm and exploratory case study design using a qualitative research approach. 15 participants were purposively selected from kindergarten teachers out of 18 public schools within Kecheibi Circuit within the Nkwanta South Municipality. Data was gathered through semi-structured interviews and non-participant structured classroom observation, supplemented by field notes. Braun and Clarke's six-step process for thematic analysis guided the data analysis. Findings revealed that while the teachers demonstrated partial comprehension of the SBC learner-centered and competency-based philosophy, practices in the classroom were inclined to reflect traditional, teacher-dominated methods, and that mechanisms for supporting teachers were weakly institutionalized. Among the key challenges hindering overall implementation were classroom congestion, absence of agegrade content in instructional and learning materials, limited continuous professional development, linguistic diversity, and low parental involvement. Observational evidence showed little implementation of key SBC competencies such as collaboration, creativity, and problem-solving, with the assessment practices biased towards oral recitation and copying exercises. Nevertheless, peer collaboration, improvisation of instructional materials, and occasional district training served as coping strategies. The study recommends that bridging the gap between classroom practice and curriculum intention requires consistent teacher capacity building, frequent supervisory guidance, and provision of context-specific resources. The study also recommends the provision of adequate ageappropriate teaching and learning materials such as storybooks, manipulatives, and visual aids suitable for kindergarten learners.