Experiences of teachers implementing the standards-based curriculum in La-Nkwantanang, Ghana: Should the experiences be overlooked?

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.