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Abstract
Pre-tertiary teachers in La-Nkwantanang, Ghana, have raised concerns about how the lack of training, consensus, and resources affect the implementation of a standards-based curriculum. This study employed Knoster’s (1991) change management theory to evaluate teachers’ concerns about the implementation of the Ghanaian curriculum. Few studies have examined teachers’ concerns in Ghana (Apau 2021). This qualitative study used a descriptive phenomenological design. La-Nkwantanang is a municipality in Accra, Ghana. The participants included a circuit supervisor, a head teacher, and seven teachers. Interviews, document analysis, and observations were used to collect data. The findings affirmed that when there is a lack of consultation, training, and resources, teachers have challenging experiences that can affect curriculum implementation. Teachers recommended for curriculum evaluation, retraining, narrowing the curriculum, parental involvement, and provision of resources. The results revealed that the Knoster (1991) model is effective for evaluating teachers’ concerns, and such concerns should not be overlooked.
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References
- Aboagye, E., and Yawson, J. A. (2020). Teachers’ perception of the new educational curriculum in Ghana. African Educational Research Journal, 8(1), 6-12, 2020.
- Aboagye, G.K., and Yidana, M. A. (2018). Management of curriculum change: A mechanism for ensuring continuous academic improvement in Ghanaian universities. International Journal for Innovation Education and Research, 6(02), 41-60, 2018.
- Agormedah, E., Ansah, E.A., Betakan, M.B., and Parker, D. (2019). Instructional technology integration: Understanding senior high school business studies teacher`s concerns. American Journal of Social Sciences and Humanity, 4(4), 486-497, 2019.
- Ani-Boi, E. (2009). Concerns of primary schools in the Cape Coast metropolis about the 2007 educational reform in Ghana. Unpolished Master’s Thesis, University of Cape Coast.
- Ani-Boi, E., and Cobbold, C. (2011). Primary school Teacher`s concerns about implementing the 2007 educational reform in Ghana: A study in the Cape Coast metropolis. International Journal of Basic Education, 1(1), 122-132, 2011.
- Ankomah, Y.A., and Kwarteng, J.T. (2010). Concerns of accounting Teachers about the implementation of the 2007 education reform. International Journal of Education Leadership, 2(2), 1-11, 2010.
- Anti, P. (2020). IFEST raises concerns about Teachers’ grasp of the new curriculum for KG to Primary 6. Ghanaweb.com.
- Apau, S. K. (2021). Teachers’ concerns about the implementation of the Standard-Based curriculum in Ghana: A case study of Effutu municipality. Educational Research and Review, 16(5), 202-211, 2021.
- Alshammari, B. S. (2000). The developmental stages of concerns of Teachers toward the implementation of the information technology curriculum in Kuwait. University of North Texas.
- Alsubaie, M. A. (2016). Curriculum Development: Teacher Involvement in curriculum development. Journal of Education and Practice. 7, 106-107.
- Ashamamari, A. (2013). Curriculum implementation and reform: Teachers` views about Kuwait`s new science curriculum. US-China Education Review A, 3(3), 181-186, 2013.
- Bervell, B., Boadu, K., and Sam, A.C. (2013). The nature of the shift schooling system in Ghana: Implications on pedagogy. Mediterranean Journal of Social Sciences,4(4), 25, 2013.
- Carl, A. (2009). Teacher empowerment through curriculum development theory into practice. Juta Company Ltd. Education, Inc. Bureau of Curriculum and Instruction Connecticut State Department of Education. (2006, November 3). Guide to Curriculum Development: Purposes, Practices, Procedures. Connecticut State Department of Education.
- Charalambous, Y.C and Philipou, G.N. (2010) Teacher`s concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. Springer Science + Business Media B.V. 2010
- Cheptoo, R. and Ramadas, V. (2019). The “Africanized” competency-based curriculum: The twenty-first-century strides. Shanlax International Journal of Education, 7(4), 46-51, 2019.
- Cheung, D., and Yip, D. (2004). How science Teachers` concerns about school-based assessment of practical work vary with time. Research in Science & Technology, 22(2), 153-169, 2004.
- Christou, C., Eliophotou-Menon, M., and Philipou, G. (2004). Teachers` concerns regarding the adoption of a new mathematics curriculum: An application of CBAM. Educational Studies in Mathematics 57, 157-176, 2004.
- Conway, P. F., and Clark, C. K. (2003). The journey inward and outward: A Re-examination of Fuller`s concerns-based model of Teacher development. Teaching and Teacher Education, 19(5), 465-482, 2003.
- Donkoh, M.E. (2016). Concerns about the implementation of the 2010 senior high school social studies curriculum: A survey of teachers in Sekondi -Takoradi metropolis of Ghana. University of Cape Coast.
- Ebert, P. M. (2018). The impact of the change process on Teacher leadership roles in education. Widener University.
- Ghana Education Service (2022), Invitation to a three-day non-residential cluster-based training of Teachers on the implementation of the common core program curriculum (12th to 14th January 2022. Ghana Education News.
- Handler, B. (2010). Teacher as curriculum leader: A consideration of the appropriateness of that role assignment to classroom-based practitioners. International Journal of Teacher Leadership. 3, 934-9726
- Knoster, T. (1991). Paper presented at the annual meeting of the national conference for the association for persons with severe Handicaps. Washington DC.
- Kroll, A. and Moynihan, D.P. (2015). Does training matter? Evidence from performance management reforms. Public Administration Review, 75(3), 411-420, 2015.
- Kwarteng, J.T. (2016). Concerns of accounting Teachers in implementing Ghana`s 2007 education reform: Revisited. International Online Journal of Education and Teaching, 3(3), 202-216, 2016.
- Kwarteng, J.T. (2018). Accounting Teacher`s quality of use of pre-tertiary accounting curriculum in Ghana`s secondary schools. African Journal of Teacher Education, 7(2), 67-90, 2018.
- Kwok, P.W. (2014). The role of context in Teachers` concerns about the implementation of an innovative curriculum. Teaching and Teacher Education, 38, 44-55, 2014.
- McKinney, M., Sexton, T. and Meyerson, M. J. (1999). Validating the efficacy-based change model. Teaching and Teacher Education, 15, 471-485.
- Majoni, C. (2017). Curriculum overload and its impact on Teacher effectiveness in primary Schools. European Journal of Education Studies, 3(3), 2017.
- Min, M. (2017). Teachers who initiate changes with an e-book integrated curriculum: Revisiting the developmental assumptions of stages of concerns in the Concerns-Based Adoption Model. Alberta Journal of Educational Research, 63(1), 21-42, 2017.
- Ministry of Education (2019). Education sector medium-term development 2018-2021. MOE, Accra-Ghana.
- Ministry of Education (2019). Educational Strategic Plan 2018-2030. MOE, Accra- Ghana.
- Molapo, M. R., & Pillay, V. (2018). Politicizing curriculum implementation: The case of primary schools. South African Journal of Education. 38(1), 1-9
- National Council for Curriculum and Assessment (2018). National pre-tertiary education curriculum framework for developing subject curricula. NaCCA, Cantonments, Accra-Ghana.
- National Council for Curriculum and Assessment (2019). A teacher resource pack for primary Teachers. NaCCA, Cantonments- Accra.
- Ngao, G., Okongo, R. B., Rop, N.K. and Wesonga, J.N. (2015). Effect of availability of teaching and learning resources on the implementation of inclusive education in preschool centers in Nyamira North Sub-County, Nyamira County, Kenya. Journal of Education and Practice, 6(35), 2015.
- Paramasivan, T., and Ratnavadivel, N. (2018). Issues and challenges in managing curriculum change in primary schools: A case study of managing year four history curriculum in the district of Kuala Selangor, Malaysia. Journal Of Research and Teacher Education, 8(1), 18-31, 2018.
- Ramparsad, R. (2001). A strategy for teacher involvement in curriculum development. South African Journal of Education, 21(4), 287-291, 2001.
- Saldana J. (2013): The coding manual of qualitative researchers (2. ed.). Los Angeles, London, New Delhi.
- Travers, M. (2021). Rewriting curriculum. Language, 40, 2021.
- Tunks, J. and Weller, K. (2009). Changing practice, changing minds, from arithmetic to algebraic thinking: An application of the Concerns-Based Adoption Model (CBAM). Educational Studies in Mathematics, 72, 161-183.
References
Aboagye, E., and Yawson, J. A. (2020). Teachers’ perception of the new educational curriculum in Ghana. African Educational Research Journal, 8(1), 6-12, 2020.
Aboagye, G.K., and Yidana, M. A. (2018). Management of curriculum change: A mechanism for ensuring continuous academic improvement in Ghanaian universities. International Journal for Innovation Education and Research, 6(02), 41-60, 2018.
Agormedah, E., Ansah, E.A., Betakan, M.B., and Parker, D. (2019). Instructional technology integration: Understanding senior high school business studies teacher`s concerns. American Journal of Social Sciences and Humanity, 4(4), 486-497, 2019.
Ani-Boi, E. (2009). Concerns of primary schools in the Cape Coast metropolis about the 2007 educational reform in Ghana. Unpolished Master’s Thesis, University of Cape Coast.
Ani-Boi, E., and Cobbold, C. (2011). Primary school Teacher`s concerns about implementing the 2007 educational reform in Ghana: A study in the Cape Coast metropolis. International Journal of Basic Education, 1(1), 122-132, 2011.
Ankomah, Y.A., and Kwarteng, J.T. (2010). Concerns of accounting Teachers about the implementation of the 2007 education reform. International Journal of Education Leadership, 2(2), 1-11, 2010.
Anti, P. (2020). IFEST raises concerns about Teachers’ grasp of the new curriculum for KG to Primary 6. Ghanaweb.com.
Apau, S. K. (2021). Teachers’ concerns about the implementation of the Standard-Based curriculum in Ghana: A case study of Effutu municipality. Educational Research and Review, 16(5), 202-211, 2021.
Alshammari, B. S. (2000). The developmental stages of concerns of Teachers toward the implementation of the information technology curriculum in Kuwait. University of North Texas.
Alsubaie, M. A. (2016). Curriculum Development: Teacher Involvement in curriculum development. Journal of Education and Practice. 7, 106-107.
Ashamamari, A. (2013). Curriculum implementation and reform: Teachers` views about Kuwait`s new science curriculum. US-China Education Review A, 3(3), 181-186, 2013.
Bervell, B., Boadu, K., and Sam, A.C. (2013). The nature of the shift schooling system in Ghana: Implications on pedagogy. Mediterranean Journal of Social Sciences,4(4), 25, 2013.
Carl, A. (2009). Teacher empowerment through curriculum development theory into practice. Juta Company Ltd. Education, Inc. Bureau of Curriculum and Instruction Connecticut State Department of Education. (2006, November 3). Guide to Curriculum Development: Purposes, Practices, Procedures. Connecticut State Department of Education.
Charalambous, Y.C and Philipou, G.N. (2010) Teacher`s concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. Springer Science + Business Media B.V. 2010
Cheptoo, R. and Ramadas, V. (2019). The “Africanized” competency-based curriculum: The twenty-first-century strides. Shanlax International Journal of Education, 7(4), 46-51, 2019.
Cheung, D., and Yip, D. (2004). How science Teachers` concerns about school-based assessment of practical work vary with time. Research in Science & Technology, 22(2), 153-169, 2004.
Christou, C., Eliophotou-Menon, M., and Philipou, G. (2004). Teachers` concerns regarding the adoption of a new mathematics curriculum: An application of CBAM. Educational Studies in Mathematics 57, 157-176, 2004.
Conway, P. F., and Clark, C. K. (2003). The journey inward and outward: A Re-examination of Fuller`s concerns-based model of Teacher development. Teaching and Teacher Education, 19(5), 465-482, 2003.
Donkoh, M.E. (2016). Concerns about the implementation of the 2010 senior high school social studies curriculum: A survey of teachers in Sekondi -Takoradi metropolis of Ghana. University of Cape Coast.
Ebert, P. M. (2018). The impact of the change process on Teacher leadership roles in education. Widener University.
Ghana Education Service (2022), Invitation to a three-day non-residential cluster-based training of Teachers on the implementation of the common core program curriculum (12th to 14th January 2022. Ghana Education News.
Handler, B. (2010). Teacher as curriculum leader: A consideration of the appropriateness of that role assignment to classroom-based practitioners. International Journal of Teacher Leadership. 3, 934-9726
Knoster, T. (1991). Paper presented at the annual meeting of the national conference for the association for persons with severe Handicaps. Washington DC.
Kroll, A. and Moynihan, D.P. (2015). Does training matter? Evidence from performance management reforms. Public Administration Review, 75(3), 411-420, 2015.
Kwarteng, J.T. (2016). Concerns of accounting Teachers in implementing Ghana`s 2007 education reform: Revisited. International Online Journal of Education and Teaching, 3(3), 202-216, 2016.
Kwarteng, J.T. (2018). Accounting Teacher`s quality of use of pre-tertiary accounting curriculum in Ghana`s secondary schools. African Journal of Teacher Education, 7(2), 67-90, 2018.
Kwok, P.W. (2014). The role of context in Teachers` concerns about the implementation of an innovative curriculum. Teaching and Teacher Education, 38, 44-55, 2014.
McKinney, M., Sexton, T. and Meyerson, M. J. (1999). Validating the efficacy-based change model. Teaching and Teacher Education, 15, 471-485.
Majoni, C. (2017). Curriculum overload and its impact on Teacher effectiveness in primary Schools. European Journal of Education Studies, 3(3), 2017.
Min, M. (2017). Teachers who initiate changes with an e-book integrated curriculum: Revisiting the developmental assumptions of stages of concerns in the Concerns-Based Adoption Model. Alberta Journal of Educational Research, 63(1), 21-42, 2017.
Ministry of Education (2019). Education sector medium-term development 2018-2021. MOE, Accra-Ghana.
Ministry of Education (2019). Educational Strategic Plan 2018-2030. MOE, Accra- Ghana.
Molapo, M. R., & Pillay, V. (2018). Politicizing curriculum implementation: The case of primary schools. South African Journal of Education. 38(1), 1-9
National Council for Curriculum and Assessment (2018). National pre-tertiary education curriculum framework for developing subject curricula. NaCCA, Cantonments, Accra-Ghana.
National Council for Curriculum and Assessment (2019). A teacher resource pack for primary Teachers. NaCCA, Cantonments- Accra.
Ngao, G., Okongo, R. B., Rop, N.K. and Wesonga, J.N. (2015). Effect of availability of teaching and learning resources on the implementation of inclusive education in preschool centers in Nyamira North Sub-County, Nyamira County, Kenya. Journal of Education and Practice, 6(35), 2015.
Paramasivan, T., and Ratnavadivel, N. (2018). Issues and challenges in managing curriculum change in primary schools: A case study of managing year four history curriculum in the district of Kuala Selangor, Malaysia. Journal Of Research and Teacher Education, 8(1), 18-31, 2018.
Ramparsad, R. (2001). A strategy for teacher involvement in curriculum development. South African Journal of Education, 21(4), 287-291, 2001.
Saldana J. (2013): The coding manual of qualitative researchers (2. ed.). Los Angeles, London, New Delhi.
Travers, M. (2021). Rewriting curriculum. Language, 40, 2021.
Tunks, J. and Weller, K. (2009). Changing practice, changing minds, from arithmetic to algebraic thinking: An application of the Concerns-Based Adoption Model (CBAM). Educational Studies in Mathematics, 72, 161-183.