Implementation of Ghana’s Standards-Based Curriculum by Religious and Moral Education Teachers in the Kwahu West Municipality
The study examined the fidelity of implementation of Ghana’s Standards-Based Curriculum (SBC)by Religious and Moral Education teachers in the Kwahu West Municipality of the Eastern Region, Ghana. The convergent parallel mixed method design was adopted for the study. Using the census and purposive sa...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Noyam Journals
2024-12-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
| Subjects: | |
| Online Access: | https://noyam.org/wp-content/uploads/2024/12/EHASS20245161.pdf |
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| Summary: | The study examined the fidelity of implementation of Ghana’s Standards-Based Curriculum (SBC)by Religious and Moral Education teachers in the Kwahu West Municipality of the Eastern Region, Ghana. The convergent parallel mixed method design was adopted for the study. Using the census and purposive sampling procedure, 181 respondents consisting of 175 RME teachers and six (6) head teachers from the public primary schools in the Kwahu West Municipality were selected for the study. A questionnaire and interview guide were used to gather the requisite data for the study. The data was analysed using frequencies, percentages, mean and standard deviation, and a thematic approach. The study found that the RME teachers were somewhat prepared for the implementation of the Standards-Based Religious and Moral Education Curriculum. Again, RME teachers were to a very large extent implementing the key features of the Standard-Based Religious and Moral Education Curriculum. It is recommended that the Ministry of Education (MoE), the Ghana Education Service (GES), and the head teachers organise detailed and frequent in-service training programmes for the RME teachers. This study contributes to the growing literature on improving the school curriculum in the Ghanaian context. This study would also assist leaders in directing and enabling teachers to engage in professional development activities which will, in turn, assist them in becoming efficacious in implementing the new curricula. |
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| ISSN: | 2720-7722 |