Managing teacher participation in curriculum development in Ghana

Abstract

Teacher participation in curriculum development is a critical factor in ensuring that educational policies and curriculum frameworks align with classroom realities. However, managing teacher involvement has received limited attention in literature. This study explores management of teacher participation in curriculum development in Ghana, examining the extent of teacher involvement, the factors influencing selection, and strategies for improving participation. Using a qualitative research approach and a phenomenology design. Data was collected through interviews and focus group discussions with twenty-three participants made up of teachers from the Prestea Huni Valley Municipality, officials from the National Council for Curriculum and Assessment (NaCCA), and teachers from various regions who had previously participated in curriculum development. Thematic analysis following Braun and Clarke’s (2006) six-phase framework was employed to analyze the data. Findings revealed mixed perceptions among teachers regarding their role in curriculum development, with some acknowledging their exclusion from decision-making processes, while selected teachers affirmed their substantive roles as curriculum panel members, reviewers, co-writers, and curriculum pilot testers. The study identified curriculum knowledge, subject-matter expertise, experience, stakeholder pressure, political interference, and the centralized nature of curriculum planning as key factors influencing teacher selection and participation. Despite efforts to enhance inclusivity, challenges such as a high volume of applicants and limited training opportunities were noted. To improve the management of teacher involvement, the study recommends establishing transparent selection criteria, integrating curriculum development training in teacher education programs, decentralizing curriculum planning, strengthening continuous professional development, and minimizing political interference.