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March 25, 2024
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July 2, 2024
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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.

Keywords

La-Nkwantanang Standard-based Curriculum Pre-tertiary teachers Knoster management model Phenomenology Curricular reforms Experiences

Article Details

Author Biographies

Ebenezer Danquah, Valley View University, Ghana

Ebenezer Danquah is the head of the Department of Arts and Social Studies in the School of Education at Valley View University, Ghana. He has a PhD in Curriculum and Instruction. His research interests include the Integration of Faith and Learning, Instructional Techniques and Strategies, and Curriculum Development.

Emmanuella D. Poku, Valley View University, Ghana

Emmanuella Dorcas Poku is a high school teacher with an MPhil in curriculum and instruction from Valley View University. She is interested in educational policies, curriculum development, evaluation, change, and implementation.

How to Cite
Danquah, E., & Poku, E. D. (2024). Experiences of Teachers Implementing the Standards-Based Curriculum in La-Nkwantanang, Ghana: Should the Experiences be Overlooked?. Pan-African Journal of Education and Social Sciences, 5(1), 28–40. https://doi.org/10.56893/pajes2024v05i01.03
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