Teachers experiences of implementing the standards based curriculum in Ghanaian basic schools

Teachers experiences of implementing the standards based curriculum in Ghanaian basic schools | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Teachers experiences of implementing the standards based curriculum in Ghanaian basic schools Eric Anane, Roger Abogzuah Ayinselya, Christopher Yaw Kwaah, Esinam Ami Avornyo, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8482763/v1 This work is licensed under a CC BY 4.0 License Status: Under Revision Version 1 posted 10 You are reading this latest preprint version Abstract This study explored teachers’ experiences of and perspectives on the implementation of Ghana’s Standards-Based Curriculum (SBC) within basic education. Adopting a qualitative approach, semi-structured interviews were conducted with 72 teachers and 24 headteachers selected from public and private schools across the northern, middle and southern zones of the country. Using grounded theory analysis, our findings revealed participants’ dissatisfaction with the implementation preparatory process. They emphasised the hasty nature of the roll-out, insufficient time for adequate and well-structured teacher training as well as the timely provision of teaching and learning resources. They also identified several factors that limit their implementation of the curriculum and recognised the role of peer collaboration and informal networks in navigating implementation demands. The findings provide insights relevant to policy discussion on curriculum implementation and the need for a more coordinated curriculum reform process that meaningfully engages all relevant stakeholders, especially teachers, who are ultimately responsible for implementing the curriculum. Standards-based curriculum basic education teachers curriculum implementation Ghana 1.0 Introduction Education quality remains a pressing concern not only in Ghana but globally. Many scholarly works identify the curriculum as the most fundamental driving force behind quality education (Apsari, 2018 ; Fullan, 2009 ; Karakus, 2021 ). In high-performing education systems, for example, Canada, Finland, Hong Kong and Singapore, the curriculum has been central to students’ achievement (Fullan, 2009 ). Defined broadly, the curriculum encompasses all structured learning experiences, including consciously designed content, teaching strategies and assessment, aimed at achieving specific educational objectives (Karakus, 2021 ). Thus, a curriculum is designed to ensure effective interactions between learners and teachers (Olamo, Mengistu & Dory, 2019 ). A curriculum serves many purposes; however, the fundamental aim is to enable learners to attain the school’s, society’s and most importantly, their own goals (Ornstein & Hunkins, 2018 ). A curriculum may follow a well-structured framework. However, its success ultimately depends on the extent to which it is implemented in the classroom (Pak et al., 2020 ). This encompasses how teachers deliver instruction, apply resources and assess learners in line with the intended objectives (Karakus, 2021 ; Nevenglosky, Cale & Aguilar, 2019 ). Therefore, the curriculum serves as a bridge between curriculum design and outcomes. In other words, it is the implementation that brings into reality the anticipated change. Pak et al. ( 2020 ) assert that without effective implementation, even a well-designed curriculum will struggle to achieve its intended objectives, which may result in teacher demoralisation and learner disengagement. According to Bennett ( 2007 ), effective curriculum implementation occurs when the intended and enacted (applied) curricula are aligned. However, since implementation is a complex process, what is delivered in practice may either correspond with or diverge from what is contained in the curriculum. Ornstein and Hunkins ( 2018 ) assert that implementation requires conscious planning focused on three key elements: people, programme (content), and process. Unfortunately, many schools tend to ignore the “people” element by placing disproportionate emphasis on “content” and “process” factors. While these two factors are important, the “people” factor is fundamental. Ornstein and Hunkins ( 2018 , p. 265) emphasise that “people are the key to successful curriculum activity”. This affirms Marsh’s ( 2004 ) claim that curriculum remains a theoretical document until individuals within real classroom settings enact it. Therefore, while the curriculum serves as a guide, it is ultimately the teacher who translates it into action, considering surrounding contextual realities. Building on this, Pinar and Irwin ( 2004 , p.111) propose two approaches to curriculum implementation: instrumental action and situational praxis. The instrumental action approach represents a “producer-consumer” paradigm, where curriculum designers prepare the curriculum (a product) that teachers are expected to implement. Here, implementation depends on teachers’ professional competence. Conversely, situational praxis focuses on the contextual and experiential realities of teachers in the classroom setting. This study adopts the lens of situational praxis to understand how Ghanaian teachers in diverse contexts interpret and implement the standards-based curriculum (SBC). Despite the nationwide rollout of the SBC in 2019, teachers' preparedness, resource availability, and classroom realities suggest a significant gap between curriculum intentions and actual implementation. Given the large-scale nature of the roll-out, and concerns raised during various national dialogues, a systematic understanding of teachers’ experiences and challenges is crucial for informing policy, determining support systems, and guiding any future review of the curriculum. 1.1 Factors Influencing Curriculum Implementation Curriculum implementation is a complex process influenced by several factors. These factors operate at different levels and significantly affect fidelity of implementation- that is, the extent to which teachers follow the intended curriculum. One of the most critical influences on curriculum implementation is teacher capacity. Teachers are the primary agents of curriculum delivery. Therefore, their understanding, skills, and attitudes toward the curriculum affect implementation outcomes (Buxton et al., 2015 ). Professional development opportunities are consistently mphasized as key for supporting teachers in building their capacity, particularly during curricular reforms (Bakir, Devers, & Hug, 2016 ; Thorn & Brasche, 2020 ). Effective professional development reduces anxiety, fosters confidence, and improves fidelity to implementation (Hall & Hord, 2011). Fullan (2007) and Schmoker ( 2011 ) advocate for sustained job-embedded support through professional learning communities to facilitate teacher collaboration and continuous learning during educational reforms. Student-related factors also affect implementation. Students differ in terms of ability, background, and learning style. Curriculum implementation must account for this diversity. Teachers often adapt curricula to align with students’ specific needs, sometimes diverging from prescribed content or pacing guides (Baumi, 2015 ; Jess, Carse, & Keay, 2016 ). This phenomenon, termed “principled resistance,” reflects teachers’ efforts to prioritise meaningful learning over rigid adherence to curriculum documents (Huddleston, et al., 2024 , p. 1). Relatedly, teachers often interpret and adapt curriculum content based on contextual realities. This interpretive autonomy can lead to significant variation in classroom practices, contributing to a gap between written and enacted curricula (Bennett, 2007 ). Teachers may skip or alter components they perceive as irrelevant or impractical, particularly when external demands exert pressure on instructional time (Pak et al., 2020 ). Another key determinant of a successful curriculum implementation is the availability of adequate and relevant teaching and learning resources. Resources include textbooks, teaching aids, laboratories, libraries, and digital tools (Molapo & Pillay, 2018 ). Resource constraints may lead to partial or selective implementation, undermining outcomes (Bantwini, 2010 ; Bell, 2015 ). 1.2 The Standards-based Curriculum (SBC) In 2019, Ghana’s government introduced the SBC for early childhood and primary education, with full implementation beginning in the 2020 school academic year. The curriculum aims to ensure learners achieve defined standards by acquiring essential knowledge, skills, and dispositions through structured activities. It spans kindergarten to grade 6, with lower primary comprising grades 1–3 and upper primary grades 4–6. While primary education is organised by subjects, the kindergarten curriculum integrates four learning areas (i.e. language and literacy; numeracy, creative arts and our world, our people). The SBC is organized into six components: rationale, philosophy, pedagogical approaches, assessment practices, core competencies, and values. The rationale outlines the guiding principles for curriculum design, while the philosophy reflects the underlying values. Pedagogical approaches detail the teaching methods necessary to achieve curriculum goals, and assessment practices incorporate both formative and summative methods for tracking learners’ progress. A key aspect of the SBC is its focus on core competencies and values, acknowledging that learners require both academic and life skills to succeed in a globalised world. The six core competencies are: critical thinking and problem-solving; creativity and innovation; communication and collaboration; cultural identity and global citizenship; personal development and leadership; and digital literacy. The values emphasized are respect, diversity, equity, commitment to excellence, teamwork, and integrity (Ministry of Education, 2018 ). To support implementation, the Ministry of Education and Ghana Education Service adopted a nationwide rollout strategy. Teachers were trained in district-level workshops covering curriculum concepts, lesson planning, teaching strategies, assessment, and professional development. Despite alignment with broader education reform goals, no study has yet explored teachers’ experiences of and perspectives on the SBC implementation and any challenges encountered. This study is therefore critical to identifying teachers’ views, challenges, and available support systems, with the aim of enhancing effective implementation of the SBC. The study is guided by the following research questions: 1.3 Research questions How do teachers describe their experiences with the rollout of the SBC? What are the major challenges teachers face in implementing the SBC? What types of support have teachers received and how have these influenced implementations? 2.0 Methodology 2.1 Research Approach The research presented here is part of a larger study that investigated the implementation of the Ghanaian standards-based curriculum. The study followed a qualitative inquiry approach to enable in-depth data collection and analysis (Patton, 2002 ) and was situated within the broad epistemological framework of interpretivism. From an interpretivist perspective, individuals develop subjective meanings of their experiences within their social contexts (Larkin, Watts & Clifton, 2006 ). This approach therefore allowed the researchers to examine the nuances about teachers’ experiences and perspectives on the implementation of the Ghanaian standards-based curriculum. 2.2 Participants Early childhood and primary school teachers were selected from schools across the three geographical blocs of the country – northern, middle, and southern – in order to provide a rich mix of evidence needed to understand the implementation of the curriculum. A multi-stage sampling strategy was used to ensure regional and institutional diversity. First, one region was purposively selected from each bloc to reflect the country’s geographic diversity. In each region, two districts (i.e. one high-performing and one low-performing district) were selected using the 2021 UNICEF District League Table, which measures access to basic services, including education. We then randomly selected four schools (two public and two private) in each district. In all, a total of 8 schools were selected in each region, creating a total of 24 schools across the three regions. Teachers in kindergarten 2, basic 3 and 6 in selected schools were invited to be part of the study. If there were more than one teacher in a class, one of them was selected. A total of 24 teachers were selected from each region, making a total of 72 teachers across the three selected regions. Also, the head teacher within the sampled schools was selected to be part of the study, creating a total of 24 head teachers (see Table 1 for detailed participants’ demographic characteristics). Table 1 Participants’ sample characteristics Teachers (N = 72) Headteachers (N = 24) Teacher sex Male 31 (43.1%) 14 (58.3%) Female 41 (56.9%) 10 (41.7%) Academic Qualification SSCE 18 (25%) 4 (16.7%) Certificate 1 (1.4%) 2 (8.3%) Diploma 21 (29.2%) 6 (25%) Degree 28 (38.9%) 10 (41.7%) Masters 4 (5.6%) 2 (8.3%) Professional Qualification None 25 (34.7%) 4 (16.7%) Certificate in Education 1 (1.4%) - Diploma in Education 21 (29.2%) 7 (29.2%) Bachelor of Education 22 (30.6%) 10 (41.7%) Masters in Education 3 (4.2%) 3 (12.5%) Years of teaching experience 8.41 6.24 2.3 Method Semi-structured interviews were conducted with each participant. The rationale for adopting semi-structured interview lies in ability to allow researchers gather in-depth information while maintaining some structure and comparability across interviews. Through the interview, an understanding of participants’ experiences regarding the curriculum implementation and the meaning they make from such experiences were uncovered. An interview guide was designed for the purpose of the study and was structured into two parts. The first part focused on participant background characteristics, for example gender, professional qualification and years of experience. The second part explored how participants’ perspectives on the roll-out of the curriculum, challenges regarding the introduction of the curriculum and its implementation as well as support they have received. Sample of questions included in the interview guide are: (a) What do you think about the new standards-based curriculum? (b) What do you think about how the curriculum was rolled out? (c) What challenges have you encountered in implementing the curriculum? (d) What training support have you received after the pre roll-out training? 2.4 Data collection procedure This project was guided by the Declaration of Helsinki on human subject research that emphasizes privacy, confidentiality, voluntary and informed consent. Ethical approval was obtained from the Institutional Review Board of the University of Cape Coast. In accordance with Ghana Education Service protocols, additional approval was obtained at the national, regional and district levels. All participants were fully informed about the goals of the study, potential benefits and risks, confidentiality, anonymity and their voluntary participation. Participants gave their consent to participate in the study by signing a consent form. Twenty postgraduate students from the University of Cape Coast with knowledge on the standards-based curriculum were recruited and trained to collect interview data. A two-day pre-study training was organised for field staff to discuss the data collection instruments, procedures for conducting interviews and research ethics, including obtaining informed consent from participants, strategies to ensure privacy and anonymity of data. Participants were given a cover letter, which provided information about the purpose of the study and ethics. The interview began with the collection of data on background of each participant. This was followed by questions on participants’ experiences and perspectives the curriculum roll-out and implementation. 2.5 Data analysis Interviews were analysed following grounded theory procedures in four stages (e.g. Qureshi & Ünlü, 2020 ; Corbin & Strauss, 2015 ). First, open coding was used to analyse the data in all possible directions in an open way. Following this, constant comparisons of codes was done focusing on similarities and differences among the codes, which helped group together similar codes under a broader label (i.e. concepts). Once concepts were generated, they were reviewed through constant comparison to generate categories. In the final stage, all codes, concepts and categories were reviewed to establish a theme, giving particular attention to the relationship among the categories. 3.0 Findings The findings are organised under key themes and provide insights into teachers’ perspectives on the SBC roll-out, challenges they face and support available for effective implementation., organized under key themes that emerged from the data analysis, provide insights into teachers’ perspectives on the SBC roll-out, the challenges they face in its implementation, and the support available for effective implementation. Each theme is supported by quotations from the interview data. The participants are represented by pseudonyms, whereby each teacher is assigned a code based on the participant, level of teaching, and region. For instance, “TKGN” means the participant is a teacher (T) who teaches in Kindergarten (KG) in the Northern Region (NR), while “HTA” refers to a headteacher (HT) in the Ashanti Region (A). “TPRGA” means a teacher (T), teaching at the primary (PR) level in the Greater Accra (GA). 3.1 Teachers’ Perspectives on the SBC Rollout In describing their thoughts and experiences about the roll-out of the SBC, three subthemes emerged through analysis of the interview data: rushed/hasty implementation; training; and prior provision of resources. 3.1.1 Rushed/Hasty Implementation While the government adopted a full implementation of the new curriculum across the country, participants believed this strategy failed to deliver the expected results, given the difficulty associated with attending to many aspects of the change process. From their perspectives, they believed the roll out was rushed, with most of them being of the view that a slower, more gradual approach would have been easier and more effective. These views, which were expressed by teachers and headteachers, were similar across school type: Well, it should have been introduced gradually. But it looked like it just came all of a sudden…it looked like they were not ready and it was just rolled out. Because if they were ready, it would have come with all the resources (TPRGA) It was in a rush, one day, the trainers would teach about 10 topics, we didn't understand what they were teaching, it looked as if they were rushing. it was very intensive course that we attended (TKGA) The way it was started, I think it was a bit of a rush. It should have been done phase by phase…it should have been a gradual process. Since we don't have the necessary items, materials to support, I think we should have taken it in bits (TKGN) For me, it wasn't the best way. It should have been a gradual process. But, all of a sudden, they told us to use it. Whether you like it or not, you have to use it. But, that shouldn't be the way it is. It should be a gradual process, step by step. But for us it wasn't like that. (TPRA) Headteachers expressed similar views, highlighting how lessons from a pilot or gradual roll-out would have improved subsequent full-scale implementation: The haste with which it was rolled out is the problem. It should be slowly rolled out for teachers to fully understand and then implement it. But most teachers didn't know what to do… (HTN) Actually, it should have been on pilot basis. It should have started as how we started the JSS system…it was on pilot basis, but this thing came just like that in a rush (HTA) They should have taken their time. It seems it was in a rush. It was in a rush. So, they should have at least done it in, how should I say, in phases or pilots. So that at the end of it all, it comes to success…(HTGA) Moreover, participants believed that a gradual implementation would have given room for education and sensitisation of stakeholders, including teachers, parents and headteachers. According to some participants, this approach would have given teachers and headteachers the opportunity to provide feedback, help organize training systematically and develop in-depth understanding of the curriculum: They should have trained us well, listen to the feedback, seek the idea of the teachers that were trained, interview us that, how did you see the training? Then we come out with our own challenges…so they should have sought for the feedback and then see where there are lapses before we commenced (TKGN) They should have used, maybe, one year or two to educate the people, let Ghanaians understand what this new curriculum is about. In fact, up to now, there are some people, like parents, if you ask them about this new curriculum, they cannot tell anything about it. But they are also key stakeholders in the implementation of this new curriculum. And if they don't understand it, how are they going to cooperate with teachers for us to be able to implement this new curriculum? (TPRA) The authorities should have started gradually, educating the populace… then the training will be going on... So that we will understand it better before starting (HTN) Sensitisation would have to, would have gone on, earlier for us to be aware that this was a new programme that we want to introduce to the education system. And then we are well briefed on workshops about the programme. So, we'll know more about what it details (TKGGA) We should have educated the people, as Ghanaians, psyched them up, and tuned their mind to whatever we are bringing on board. Then, after that, we start from scratch. From KG, gradually phasing out the old system bit by bit (TPRA) Besides, others believed that a gradual approach would have allowed schools, particularly, private ones to prepare for the implementation adequately. They thought that the nature of the roll out resulted in loss of money, given that some schools had already planned for the upcoming academic year: Well, actually, it came all of a sudden, with schools not being informed about it, I was thinking through this time, we will be changing the curriculum. We will change the syllabus into curriculum, so at least it should be done this way, so all teachers have to be aware, so that heads who are controlling schools will not go looking for books and that. But people prepared for the next academic year, and then when the curriculum was changed, the books were wasted (TKGN) 3.1.2 Training Almost all teachers and headteachers recognised the need for a curriculum review, but they were of the view that training towards the roll out was inadequate. They believed that the nature of the curriculum required significant amounts of professional training and support for teachers to learn to use the new curriculum effectively. They believed the one-week training was insufficient, as reflected in the following quotes: In fact, the training given was not enough. Okay. The training wasn't enough. So, most teachers didn't get the real first-hand information they were supposed to get because it was organized in a very large group. So, for them to have the actual feeling of the thing, they didn't (HTA) One-week training is not enough. We should have trained it for maybe a term (TPRN) It was only one week. One week so we were not getting the actual things that we were supposed to do (TKGA) Besides the inadequacy of the training provided, there were concerns about the number of trainers and quality of training provided. While some participants thought the trainers were few, others expressed their dissatisfaction with the trainers, highlighting the fact that they seemed not to have mastered the content of the curriculum: My problem is, those who were supposed to train us, they were not enough. I think they should have taken people from all the schools…if we have those facilitated, the trainer of trainers in our schools, they can continue helping us for those terms, so that we get the concept quickly. But we were not having... It was only one week. So we were not getting the actual things that we were supposed to do (TPRA) We had a workshop. It was three days or one week. Some teachers had already been taken through a new curriculum and they came to teach us but the one thing I realized is at a point even the teachers themselves were confused…after everything I heard some people arguing that those that went for the workshop they went to chop money enjoy themselves and they didn't do anything (TKGN) Others raised questions about the large number of teachers assigned to trainers. They reported that the number of teachers made it impractical for hands-on training, which was crucial for effective implementation of the new curriculum: The numbers that they mobilized or grouped to train, it was just not possible that people could have in-depth knowledge on this (HTGA) Yes. We were given a training as a district, but the training wasn't effective. Because they would just gather a whole lot of teachers into one hall. Sometimes you don't even see the person talking. So, I think even the way it was, it wasn't effective (TPRA) The way the training was done during the introduction was bad. One day you go into the training, and we have about 300 or 400 people to say you are training them? No! That is not training. They are just giving information, not training them. We all know what comes into play when you are doing a standard training? So, these things were all missing, proper training wasn’t done, people didn’t get to understand the concept very well…You use the mic and give information, while they didn’t participate in any activity…no room for questioning (HTN) Because the way they trained teachers, it was just bringing 100 teachers in a room to be trained, it wasn’t effective. The training is very core in that, it should have been done in such a way that at least 30 teachers per class and all teachers should take active part in the training (HTA) Another important issue is the training of teachers for specific grade levels or subjects they teach. According to participants, because teachers can be transferred or switched to different grades, the teachers should have been trained in all the grade levels of the curriculum rather than limiting them to the levels they were currently teaching: …the problem I have with it is we were classified into let's say KG, primary, and then JHS, which shouldn't have been so. If I'm here today and I'm transferred to another school and maybe they need my service at the JHS, I cannot say I'm not specialized there so I cannot go… I had the training on the KG aspects. Only for me to come to the primary and they told me theirs is different. So, I have to sit and study theirs. So, I have to let my colleagues be helping me which shouldn't have been so (TPRGA) That time I was at Volta region it was primary that was going for the workshop, when I came here too, they placed me at KG. I didn’t know where to go. I didn’t have any idea in KG so I have to consult people to help me (TKGN) 3.1.3 Prior Provision of Resources Most of the participants thought that teaching and learning resources needed to implement the curriculum should have been made available before its roll-out. While the unavailability of these resources suggests a lack of in-depth preparation and planning towards the roll-out, participants believed it limited their ability to effectively use the new curriculum: First of all, facilitators should have been trained ahead of time and then materials should have been made available. Because we went well over a year, if I'm not mistaken and we still have not even had approved or officially recognized materials. So, all of these provisions should have been made before we kickstarted (HTN) I think those textbooks and TLMS should have been available before the curriculum was rolled out. Even at the workshops, those TLMS and textbooks were not there. The trainers were just teaching us in abstract. So those things should have been there so that teachers themselves will see and learn about those things before bringing those things to their schools (TKGPRA) They should have planned it earlier and come out with material so that when they introduce it, they can have material for the schools to run it very well. Now that it has come and there are no materials, we are facing problems (TKGN) 3.2 Implementation Challenges This study also sought to establish the challenges associated with the implementation of the curriculum. Teachers and headteachers identified challenges relating to teaching and learning resources, knowledge and skills, parental knowledge and attitude, and sequencing of topics/content in the curriculum. 3.2.1 Teaching and Learning Resources Challenges Almost all participants identified teaching and learning resources as a major challenge. In particular, they reported the lack of textbooks and other teaching and learning materials: The challenges are resources. We say lack of resources, inadequate is an under-statement, it is lacking completely (HTA) The resources are not in town, where you can be able to get some of the resources. It even took some time before the textbooks came out. So, when it comes to resources, I think we are lacking resources (HTGA) The first one has to do with textbooks because the curriculum is there alright, but textbooks that provide detailed information are not available. So in that way, we find it difficult to teach it (TPRA) …these preparations need to go with resources…but it hasn’t been accompanied by textbooks. In fact, it is giving us hell. So, you come to preparing lesson notes some topics as at now are left just unattended to because you will not get the material to prepare (TPRN) Although participants supported the integration of ICT and digital skills into the curriculum, they reported the lack of relevant resources that can facilitate this integration: And then, also, some of the topics need research, for which teachers will need laptops. And so, because the laptops weren't available, some of them were using their phones and what have you, to be able to help teach the topics (HTN) We don't have the materials. You see, everything is digital. Okay. But these digital sources are not good. Unfortunately, it was just last year that we got some of the exercises. Okay. So, we are having only the curriculum. And how can we use only the curriculum to teach. Okay. Assuming you are not using a smartphone (TPRA) Relatedly, some teachers and headteachers were concerned about the lack of electricity in their schools and how this could affect the use of ICT resources, even if they are readily available: Aside from that, we also lack light…there's no light (TKGN) Sometimes you have to go to the net to get the information. But here, we don't have any lights. Even if I bring my laptop from the house, the battery will run down. Sometimes, the teachers will be using their personal phones to show the pupils (HTGA) Just the resources. And some of the resources are beyond us. Electricity plays a major role. Because we are saying practical. So, if there is a school like this and there is no electricity, then it will be a problem (TPRA) 3.2.2 Inadequate Knowledge and Skills Teachers reported that they had inadequate knowledge and skills in relation to some aspects of the SBC. For instance, some reported difficulties understanding concepts, such strands, sub-strands, and indicators. Others reported not being familiar with the preparation of the new lesson notes format: We have so much difficulty understanding what is there. For example; the strands, sub strands, indicators. They should have trained teachers well before the roll-out (TPRA) Sometimes the lesson plans are not quite understandable so it's difficult for me to prepare. The strands. Sometimes when you want to go through it, make it tally with the sub strands of the course, sometimes you are being corrected by a headteacher that it doesn't tally. It makes the planning of the lesson difficult (TKGN) These views were corroborated by some headteachers as illustrated in the excerpts below: It's hard because they can't write the lesson by themselves. They didn't have the education on the standards-based curriculum. It didn't go well with some of the teachers for them to write the lesson (HTN) I face a lot. Some of the teachers don't get it. We have the weekly, the daily, before the termly. They mix up everything. So, each weekend, we have to sit again. Even how to even start the introduction. Somebody will just put anything down (HTA) Not only were teachers unable to understand concepts and prepare lesson plans, but few teachers expressed concern about their lack of ICT knowledge and skills: The challenges we face is that some of us are not IT-inclined... And so, it becomes difficult for us to even implement it. Because you are supposed to research, you are supposed to use computers and projectors in our presentations. So, if you don't know your way around it, then it definitely becomes a challenge (TPRN) 3.2.3 Parental Knowledge and Attitude Teachers and headteachers highlighted that parents do not have knowledge and understanding of the SBC, leading to their uncooperative attitude towards the implementation of the curriculum. From the perspectives of participants, this makes it difficult for children to complete home assignments in a more supportive way: Parents themselves don't understand. So, when you give homework, they don't know how to communicate the thing to the child to understand. Sometimes they will come and say, this thing is too high for the child…So, it's a bit of a challenge (TKGA) The attitude of parents towards the standards-based [curriculum] has also given us a very big challenge and we are trying to solve it (HTGA) Parents have also not adapted to the new curriculum. So, when they say somebody should go and do research on something, they'll come back here and complain…We’ve been facing a lot (HTN) 3.2.4 Sequencing of Topics/Content Another issue raised by some participants is the sequencing of some topics. According to participants, some of the topics are not presented in a logical and meaningful manner. For example, participants believed that after teaching nouns, the teacher should progress to teach pronouns. But this is not the case, making teachers use their own discretion in moving content around in order to build on what went on before: The confusion aspect is that some of the topics are conflicted, some of the strands are conflicted…if I take English for example, where you are supposed to teach nouns, and then after nouns, that is in grammar, you should continue with the grammar to make sure that you teach nouns and teach pronouns. So that the understanding correlates and co-operates very well. There should be that cohesion. But there's no cohesion…So, the person has to, in his own understanding, go to the strand that they put pronouns in so that you bring it in here... (TPRA) And I heard of science people saying that if they want to teach diversity of whatever, then they should have diversity of matter. They teach the first definition of matter and some of the characteristics, then diversity, another part goes somewhere, so if you don't bring it here, then you teach it today, then the next time it seems you are repeating the note or the lesson. That wouldn't go well for the children (TKGN) Relatedly, participants reported incomplete topics or content. In explaining this, they highlighted the fact that certain sub-topics were missing, leading teachers to identify these gaps and fill them appropriately. As one teacher described: Sometimes, this topic, for instance, when you go through it, it talks about only the sources of water. You won't meet any place where you should teach uses of water unless you use your mind. When you move to another page, you see the same sources of water. Only Wednesday that the topic will change. Then Thursday, it will tell you sources of water. Friday, it will tell you, maybe use, fill a container with water you took from the pool. So, unless you break it, when you say water, it stays. Sources. Water. Then you think about uses, how you go about it, unless you break it, it stays (TPRGA) 3.3 Support Systems after SBC Rollout The study also sought participants' views on the support available to them for effective implementation following the rollout. Teachers gave mixed responses. While some teachers received some formal training at the district or school level, others had to rely on peer consultations. A significant number of teachers, however, reported a lack of ongoing professional development opportunities. 3.3.1 Training The majority of the participants indicated that they have not received any training since the SBC rollout. No…in my school they just taught us one or two things, that’s all (TKGN) No no…we haven’t attended any workshop again (HTA) I thought that after the roll out we should have been given top-up trainings or something like that, but there's nothing. Since that maiden workshop, I have not seen any other workshop concerning the new curriculum (TKGGA) No. After the first workshop, that's all (TPRA) No training again…Just the pre-rollout training (HTA) No, I can't remember. We have not gone for a second training (HTN) Some participants indicated that despite the lack of post-roll-out support in the form of training, they are making efforts on their own to ensure effective implementation of the curriculum: I have not received any other training or support but I am just trying to do my best…I am trying to do it. (TKGN) No, I have not gone for any training after the first training. But we are managing like that by ourselves (TPRGA) 3.3.2 Consultation with Peers Some participants indicated that due to the lack of formal training, they relied on their colleagues for support. We sometimes consult our senior colleagues when we face challenges. Most of them are more experienced and use their knowledge to guide us (TKGA) What we do is, once in a while, we come together, and any teacher who has learned a new skill or idea demonstrates it for others to learn (HTN) Sometimes, you know, some teachers are older than you, so if there is anything you go to them. “So, this place what should I do?” Then they will explain it to me (TKGA) A few teachers considered themselves fortunate to have access to some of the curriculum facilitators within their school who they consult: Yes, we were lucky to have Mr.[name withheld] around here. He was one of the facilitators. So we had a chance to go to him. So we teachers here are very very lucky (TKGA) For us, our school, we didn’t have problem, one of the trainers is here. But for other schools, it is not easy for them. I even asked a friend from another school, how they are coping with the new curriculum and she told me that it is not easy at all (TPRGA) Some headteachers also resorted to organising their own workshops, although in some instances, it came at a cost to teachers. For us, like I mentioned, apart from the first training, we have also been organising our own programmes and invite the trainers and pay them (HTN) So, we’ve done quite a number of training and we pay them. You know, this is on a personal level, we bring them at the weekend. And you know that at least, you pay for their T&T, at least pay for some meals (HTA) 4.0 Discussion The findings of this study underscore the multifaceted nature of curriculum implementation and highlight the central role of teachers’ perceptions in determining the success of curricular reforms such as Ghana’s SBC. First, the perception among teachers that the SBC rollout was rushed corroborates concerns in the literature regarding the timing and sequencing of implementation processes. Several participants expressed a desire for a phased or pilot-based approach, where feedback from teachers would be sought and incorporated to ensure effective implementation. This aligns with Oloruntegbe ( 2011 ) claim that effective implementation depends on the degree to which reforms incorporate teachers’ views. Rushed rollouts often fail to provide the time and space needed for teachers to make sense of the change and provide feedback, thereby compromising fidelity of implementation (Fullan, 2007; Pak et al., 2020 ). Inadequate professional development opportunities also emerged as a critical challenge. While sustained professional development is essential for equipping teachers with the knowledge and skills to implement new curricula, the participants’ accounts suggest that the pre-rollout workshops fell short of these expectations. The limited scope and superficial nature of the training left many teachers ill-prepared to deliver the curriculum as intended. This finding is consistent with prior studies which show that inadequate training contributes to low confidence, and eventually poor implementation (Hall, 2015 ). Closely tied to training was the issue of resource availability. Teachers’ widespread concern about the lack of resources, especially textbooks and ICT tools, reinforces the point that the success of curriculum reforms is highly dependent on resources (Molapo & Pillay, 2018 ). In contexts where schools are under-resourced, the curriculum may remain theoretical rather than practical (Chaudhary, 2015 ; Pandey, 2018 ). The integration of digital skills in the SBC without ensuring the necessary resources, such as electricity and ICT devices, created a mismatch between policy objectives and classroom realities. Closely related to resources was the availability of post-rollout support systems. The majority of teachers had not received any formal follow-up training and had to rely on peer consultation or informal learning networks for support. While this strategy is valuable for sharing information and experiences (Kyndt et al., 2016 ; Lambert et al., 2015), the lack of structured support raises concerns about the sustainability of the reform. This situation also has the potential of impeding implementation and demoralising teachers over time, echoing the views of Nevenglosky et al. ( 2019 ). Teacher knowledge and confidence in applying the new curriculum also emerged as significant concerns. Many participants reported challenges in interpreting and sequencing topics, understanding strands and indicators, and designing appropriate lesson plans. These findings mirror studies by Baumi ( 2015 ) and McNeill et al. ( 2016 ), which emphasise that teacher preparedness is fundamental for implementation fidelity. Moreover, the findings affirm the notion of “principled resistance” (Huddleston et al., 2024 ), wherein teachers adapt curriculum content to align with what they perceive to be more practically feasible for learners, often in the absence of sufficient support. Besides, the findings demonstrate that implementation does not occur in isolation from broader socio-educational contexts. Teachers noted parental poor understanding of the SBC as a barrier to supporting children. This reflects the broader assertion that curriculum implementation requires the involvement of all stakeholders to foster effective learning outcomes (Bantwini, 2010 ; Ornstein & Hunkins, 2018 ). Finally, the findings draw attention to the practicality of curriculum design. Teachers reported incoherent sequencing of topics and gaps in content, leading to disjointed teaching. This points to a disconnect between curriculum designers and implementers. This is a concern also raised by Caropreso et al. ( 2016 ) and Bell ( 2015 ). Thus, when curricula are designed without considering teachers’ experience, teachers are forced to improvise, which may compromise quality and consistency of implementation. 5.0 Policy and Practical Implications The findings from this study offer several important implications for educational policy and practice in Ghana. First, policymakers should consider adopting a phased or piloted approach to curriculum implementation. A gradual roll-out would allow for feedback loops, contextual adaptation, and iterative improvement based on the realities of different regions and school types. Second, there is an urgent need for comprehensive and sustained professional development programmes. One-off workshops are insufficient. Continuous support through professional learning communities (PLCs) in schools, coaching, and in-service training will enhance teachers' understanding and confidence in applying the curriculum. Practically, school-level leadership must be empowered to support teachers through targeted supervision, provision of resources, and the creation of collaborative environments. The Ministry of Education and Ghana Education Service should ensure the timely and equitable distribution of teaching and learning materials to schools. Moreover, investments in digital infrastructure, including electricity and internet connectivity, are crucial for actualising the SBC’s digital literacy goals. Parents, community leaders, and school management committees should be oriented on the aims and content of the SBC to foster supportive home environments for learning. Engaging teachers in the curriculum design and evaluation processes will not only boost ownership but also bridge the gap between policy intentions and classroom realities. 6.0 Limitations of the study This study has some limitations that should be acknowledged. First, the absence of classroom observations limits the ability to triangulate findings with actual teaching practices. Second, although the sample included schools across three geographical zones, it may not capture the full diversity of experiences across all regions in Ghana, particularly in remote or underrepresented communities. Additionally, the study did not include perspectives from curriculum developers, policymakers, or parents, whose views may provide a more comprehensive understanding of the implementation process. 7.0 Suggestions for future research Future studies should consider incorporating multiple data sources, such as classroom observations, lesson plan analyses, and surveys with larger teacher populations to validate and deepen understanding of the implementation challenges. Longitudinal research could be valuable to track changes in teacher capacity, attitudes, and resource provision over time. It would also be beneficial to examine the perspectives of other key stakeholders, including curriculum officers, teacher trainers, and parents. Declarations Acknowledgements: We would like to thank the Institute of Education for their support for the conduct of the research. Author contribution : CYK: Conceptualization, design, analysis, writing; EAA: reviewing, critical revision of manuscript, supervision, final approval; RAA: wrote the research methodology and data analysis; EA: critically the content of manuscript; EO: Reviewing, supervision. Funding : The authors declare that this research received no specific grant or funding. Data availability : The data that support the findings of this study are available upon reasonable from the Authors. Declarations Ethics approval and consent to participate: This study was conducted in accordance with applicable ethical guidelines and regulations, and the research protocol was approved by the Research Ethics Committee of the School of Educational Development and Outreach, University of Cape Coast. We also sought permission from the Ghana Education Service from the various districts involved in the study. All participants provided written informed consent to participate in the study after receiving sufficient information about its purpose, procedures, potential risks, and benefits. Consent for publication : All participants consented for the publication of relevant data, including anonymized quotations or non-identifiable personal information. Competing interests: The authors declare no competing interests. References Apsari Y. Teachers’ problems and solutions in implementing curriculum 2013. Acuity: J Engl Lang Pedagogy Literature Cult. 2018;3(1):11–23. Bakir N, Devers C, Hug B. Affordances and constraints of a blended course in a teacher professional development program. J Educational Multimedia Hypermedia. 2016;25(4):323–41. Bantwini BD. How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa. Int J educational Dev. 2010;30(1):83–90. Baumi M. Beginning primary teachers’ experiences with curriculum guides and pacing calendars for math and science instruction. J Res Child Educ. 2015;29(3):390–409. https://doi.org/10.1080/02568543.2015.104 0565 . Bell H. The dead butler revisited: Grammatical accuracy and clarity in the English primary curriculum 2013–2014. Lang Educ. 2015;29(2):140–52. 10.1080/09500782.2014.988717 . Bennett DS. (2007). Teacher efficacy in the implementation of new curriculum supported by professional development . Graduate Student Theses, Dissertations, & Professional Papers. 946. https://scholarworks.umt.edu/etd/946 Buxton CA, Allexsaht-Snider M, Kayumova S, Aghasaleh R, Choi YJ, Cohen A. Teacher agency and professional learning: Rethinking fidelity of implementation as multiplicities of enactment. J Res Sci Teach. 2015;52(4):489–502. https://doi.org/10.1002/tea.21223 . Caropreso EJ, Haggerty M, Ladenheim M. Writing instruction and assignments in an honors curriculum: Perceptions of effectiveness. J Natl Collegiate Honors Council. 2016;17(1):257–69. Chaudhary GK. Factors affecting curriculum implementation for students. Int J Appl Res. 2015;1(12):984–6. Corbin J, Strauss A. Basics of qualitative research: Techniques and procedures for developing grounded theory. Los Angeles, CA: Sage Publications Inc; 2015. Fullan M. Large-scale reform comes of age. J Educ Change. 2009;10(2–3):101–13. https://doi.org/10.1007/s10833-009-9108-z . Hall G, Hord S. Implementing change: Patterns, principles, and potholes. 4th ed. Upper Saddle River, NJ: Pearson; 2015. Huddleston AP, Talley S, Edgington S, Colwell E, Dale A. (2024). Teachers’ principled resistance to curricular control: A theoretical literature review. Rev Educ Res, 1–3800346543241291835. Jess M, Carse N, Keay J. The primary physical education curriculum process: More complex than you think!! Educ 3–13. 2016;44(5):502–12. 10.1080/03004279.2016.1169482 . Karakus G. A literary review on curriculum implementation problems. Shanlax Int J Educ. 2021;9(3):201–20. Kyndt E, Gijbels D, Grosemans I, Donche V. Teachers’ everyday professional development. Rev Educ Res. 2016;86(4):1111–50. 10.3102/0034654315627864 . Lambert M, Velez J, Elliot K. What are the teachers’ experiences when implementing the curriculum for agricultural science education? J Agricultural Educ. 2014;55(4):100–15. 10.5032/jae.2014.04100 . Larkin M, Watts S, Clifton E. Giving voice and making sense in interpretative phenomenological analysis. Qualitative Res Psychol. 2006;3(2):102–20. Marsh CJ. Key concepts for understanding curriculum. 3rd ed. London: Routledge; 2004. McNeill KL, Katsh-Singer R, Gonzalez-Howard M, Loper S. Factors impacting teachers’ argumentation instruction in their science classrooms. Int J Sci Educ. 2016;38(12):2026–46. 10.1080/09500693.2016.1221547 . Ministry of Education. National pre-tertiary education curriculum framework for developing subject curricula. Accra, Ministry of Education; 2018. Molapo MR, Pillay V. Politicising curriculum implementation: The case of primary schools. South Afr J Educ. 2018;38(1):1–9. Nevenglosky EA, Cale C, Aguilar SP. (2019). Barriers to effective curriculum implementation. Research in Higher Education Journal , 36. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1203958.pdf Olamo TG, Mengistu YB, Dory YA. Challenges hindering the effective implementation of the harmonized modular curriculum: The case of three public universities in Ethiopia. Creative Educ. 2019;10(7):1365–82. Oloruntegbe KO. Teachers' involvement, commitment and innovativeness in curriculum development and implementation. J Emerg Trends Educational Res Policy Stud. 2011;2(6):443–9. Ornstein AC, Hunkins FP. Curriculum: Foundations, principles and issues. New York: Pearson Education Ltd.; 2018. Pak K, Polikoff MS, Desimone LM, Saldívar GE. The adaptive challenges of curriculum implementation: Insights for educational leaders driving standards-based reform. Aera Open. 2020;6(2):2332858420932828. Pandey N. Barriers to effective curriculum implementation. TechnoLearn: Int J Educational Technol. 2018;8(2):65–9. Patton MQ. Qualitative research and evaluation methods. 3rd ed. London: Sage; 2002. Pinar WF, Irwin RL. Curriculum in a new key: The collected works of Ted T. Aoki. New York: Routledge; 2004. Qureshi HA, Ünlü Z. Beyond the paradigm conflicts: A four-step coding instrument for grounded theory. Int J Qualitative Methods. 2020;19:1–10. Schmoker M. Focus: Elevating the essentials to radically improve student learning. Virginia: Association Curriculum; 2011. Thorn B, Brasche I. Improving teacher confidence-evaluation of a pilot music professional development program for primary teachers. Australian J Music Educ. 2020;53(1):41–7. Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8482763","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":591117545,"identity":"62d28c71-d206-4203-9cd4-fa39f4fbba05","order_by":0,"name":"Eric Anane","email":"","orcid":"","institution":"University of Cape Coast","correspondingAuthor":false,"prefix":"","firstName":"Eric","middleName":"","lastName":"Anane","suffix":""},{"id":591117546,"identity":"ee78f5ca-0195-49f1-a68b-18964abff184","order_by":1,"name":"Roger Abogzuah Ayinselya","email":"","orcid":"","institution":"University of Cape Coast","correspondingAuthor":false,"prefix":"","firstName":"Roger","middleName":"Abogzuah","lastName":"Ayinselya","suffix":""},{"id":591117547,"identity":"b4c515a0-6fcd-40d6-8094-0db41bd065f1","order_by":2,"name":"Christopher Yaw Kwaah","email":"data:image/png;base64,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","orcid":"","institution":"University of Cape Coast","correspondingAuthor":true,"prefix":"","firstName":"Christopher","middleName":"Yaw","lastName":"Kwaah","suffix":""},{"id":591117548,"identity":"4ea096de-ce62-4f8d-b3bc-a6efde1b4c64","order_by":3,"name":"Esinam Ami Avornyo","email":"","orcid":"","institution":"University of Cape Coast","correspondingAuthor":false,"prefix":"","firstName":"Esinam","middleName":"Ami","lastName":"Avornyo","suffix":""},{"id":591117549,"identity":"6e89652f-8067-4dcc-b89d-635dc3cbe044","order_by":4,"name":"Ernest Opoku","email":"","orcid":"","institution":"University of Cape Coast","correspondingAuthor":false,"prefix":"","firstName":"Ernest","middleName":"","lastName":"Opoku","suffix":""}],"badges":[],"createdAt":"2025-12-30 15:38:30","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8482763/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8482763/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":103049502,"identity":"f18107a7-1c7f-40d9-b744-58d4a2affb5d","added_by":"auto","created_at":"2026-02-20 07:41:55","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":909444,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8482763/v1/f24d800f-9b1c-44a1-9f25-61b4492044fb.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Teachers experiences of implementing the standards based curriculum in Ghanaian basic schools","fulltext":[{"header":"1.0 Introduction","content":"\u003cp\u003eEducation quality remains a pressing concern not only in Ghana but globally. Many scholarly works identify the curriculum as the most fundamental driving force behind quality education (Apsari, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Fullan, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Karakus, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). In high-performing education systems, for example, Canada, Finland, Hong Kong and Singapore, the curriculum has been central to students\u0026rsquo; achievement (Fullan, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Defined broadly, the curriculum encompasses all structured learning experiences, including consciously designed content, teaching strategies and assessment, aimed at achieving specific educational objectives (Karakus, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Thus, a curriculum is designed to ensure effective interactions between learners and teachers (Olamo, Mengistu \u0026amp; Dory, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). A curriculum serves many purposes; however, the fundamental aim is to enable learners to attain the school\u0026rsquo;s, society\u0026rsquo;s and most importantly, their own goals (Ornstein \u0026amp; Hunkins, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eA curriculum may follow a well-structured framework. However, its success ultimately depends on the extent to which it is implemented in the classroom (Pak et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This encompasses how teachers deliver instruction, apply resources and assess learners in line with the intended objectives (Karakus, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Nevenglosky, Cale \u0026amp; Aguilar, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Therefore, the curriculum serves as a bridge between curriculum design and outcomes. In other words, it is the implementation that brings into reality the anticipated change. Pak et al. (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) assert that without effective implementation, even a well-designed curriculum will struggle to achieve its intended objectives, which may result in teacher demoralisation and learner disengagement.\u003c/p\u003e \u003cp\u003eAccording to Bennett (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2007\u003c/span\u003e), effective curriculum implementation occurs when the intended and enacted (applied) curricula are aligned. However, since implementation is a complex process, what is delivered in practice may either correspond with or diverge from what is contained in the curriculum. Ornstein and Hunkins (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) assert that implementation requires conscious planning focused on three key elements: people, programme (content), and process. Unfortunately, many schools tend to ignore the \u0026ldquo;people\u0026rdquo; element by placing disproportionate emphasis on \u0026ldquo;content\u0026rdquo; and \u0026ldquo;process\u0026rdquo; factors. While these two factors are important, the \u0026ldquo;people\u0026rdquo; factor is fundamental. Ornstein and Hunkins (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2018\u003c/span\u003e, p. 265) emphasise that \u0026ldquo;people are the key to successful curriculum activity\u0026rdquo;. This affirms Marsh\u0026rsquo;s (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) claim that curriculum remains a theoretical document until individuals within real classroom settings enact it. Therefore, while the curriculum serves as a guide, it is ultimately the teacher who translates it into action, considering surrounding contextual realities. Building on this, Pinar and Irwin (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2004\u003c/span\u003e, p.111) propose two approaches to curriculum implementation: instrumental action and situational praxis. The instrumental action approach represents a \u0026ldquo;producer-consumer\u0026rdquo; paradigm, where curriculum designers prepare the curriculum (a product) that teachers are expected to implement. Here, implementation depends on teachers\u0026rsquo; professional competence. Conversely, situational praxis focuses on the contextual and experiential realities of teachers in the classroom setting. This study adopts the lens of situational praxis to understand how Ghanaian teachers in diverse contexts interpret and implement the standards-based curriculum (SBC).\u003c/p\u003e \u003cp\u003eDespite the nationwide rollout of the SBC in 2019, teachers' preparedness, resource availability, and classroom realities suggest a significant gap between curriculum intentions and actual implementation. Given the large-scale nature of the roll-out, and concerns raised during various national dialogues, a systematic understanding of teachers\u0026rsquo; experiences and challenges is crucial for informing policy, determining support systems, and guiding any future review of the curriculum.\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1 Factors Influencing Curriculum Implementation\u003c/h2\u003e \u003cp\u003eCurriculum implementation is a complex process influenced by several factors. These factors operate at different levels and significantly affect fidelity of implementation- that is, the extent to which teachers follow the intended curriculum.\u003c/p\u003e \u003cp\u003eOne of the most critical influences on curriculum implementation is teacher capacity. Teachers are the primary agents of curriculum delivery. Therefore, their understanding, skills, and attitudes toward the curriculum affect implementation outcomes (Buxton et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Professional development opportunities are consistently mphasized as key for supporting teachers in building their capacity, particularly during curricular reforms (Bakir, Devers, \u0026amp; Hug, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Thorn \u0026amp; Brasche, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Effective professional development reduces anxiety, fosters confidence, and improves fidelity to implementation (Hall \u0026amp; Hord, 2011). Fullan (2007) and Schmoker (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) advocate for sustained job-embedded support through professional learning communities to facilitate teacher collaboration and continuous learning during educational reforms.\u003c/p\u003e \u003cp\u003eStudent-related factors also affect implementation. Students differ in terms of ability, background, and learning style. Curriculum implementation must account for this diversity. Teachers often adapt curricula to align with students\u0026rsquo; specific needs, sometimes diverging from prescribed content or pacing guides (Baumi, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Jess, Carse, \u0026amp; Keay, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). This phenomenon, termed \u0026ldquo;principled resistance,\u0026rdquo; reflects teachers\u0026rsquo; efforts to prioritise meaningful learning over rigid adherence to curriculum documents (Huddleston, et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e, p. 1).\u003c/p\u003e \u003cp\u003eRelatedly, teachers often interpret and adapt curriculum content based on contextual realities. This interpretive autonomy can lead to significant variation in classroom practices, contributing to a gap between written and enacted curricula (Bennett, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). Teachers may skip or alter components they perceive as irrelevant or impractical, particularly when external demands exert pressure on instructional time (Pak et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAnother key determinant of a successful curriculum implementation is the availability of adequate and relevant teaching and learning resources. Resources include textbooks, teaching aids, laboratories, libraries, and digital tools (Molapo \u0026amp; Pillay, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Resource constraints may lead to partial or selective implementation, undermining outcomes (Bantwini, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Bell, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.2 The Standards-based Curriculum (SBC)\u003c/h2\u003e \u003cp\u003eIn 2019, Ghana\u0026rsquo;s government introduced the SBC for early childhood and primary education, with full implementation beginning in the 2020 school academic year. The curriculum aims to ensure learners achieve defined standards by acquiring essential knowledge, skills, and dispositions through structured activities. It spans kindergarten to grade 6, with lower primary comprising grades 1\u0026ndash;3 and upper primary grades 4\u0026ndash;6. While primary education is organised by subjects, the kindergarten curriculum integrates four learning areas (i.e. language and literacy; numeracy, creative arts and our world, our people).\u003c/p\u003e \u003cp\u003eThe SBC is organized into six components: rationale, philosophy, pedagogical approaches, assessment practices, core competencies, and values. The rationale outlines the guiding principles for curriculum design, while the philosophy reflects the underlying values. Pedagogical approaches detail the teaching methods necessary to achieve curriculum goals, and assessment practices incorporate both formative and summative methods for tracking learners\u0026rsquo; progress. A key aspect of the SBC is its focus on core competencies and values, acknowledging that learners require both academic and life skills to succeed in a globalised world. The six core competencies are: critical thinking and problem-solving; creativity and innovation; communication and collaboration; cultural identity and global citizenship; personal development and leadership; and digital literacy. The values emphasized are respect, diversity, equity, commitment to excellence, teamwork, and integrity (Ministry of Education, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTo support implementation, the Ministry of Education and Ghana Education Service adopted a nationwide rollout strategy. Teachers were trained in district-level workshops covering curriculum concepts, lesson planning, teaching strategies, assessment, and professional development. Despite alignment with broader education reform goals, no study has yet explored teachers\u0026rsquo; experiences of and perspectives on the SBC implementation and any challenges encountered. This study is therefore critical to identifying teachers\u0026rsquo; views, challenges, and available support systems, with the aim of enhancing effective implementation of the SBC. The study is guided by the following research questions:\u003c/p\u003e \u003cp\u003e \u003cb\u003e1.3 Research questions\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow do teachers describe their experiences with the rollout of the SBC?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the major challenges teachers face in implementing the SBC?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat types of support have teachers received and how have these influenced implementations?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e\u003c/div\u003e "},{"header":"2.0 Methodology","content":"\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Research Approach\u003c/h2\u003e \u003cp\u003eThe research presented here is part of a larger study that investigated the implementation of the Ghanaian standards-based curriculum. The study followed a qualitative inquiry approach to enable in-depth data collection and analysis (Patton, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2002\u003c/span\u003e) and was situated within the broad epistemological framework of interpretivism. From an interpretivist perspective, individuals develop subjective meanings of their experiences within their social contexts (Larkin, Watts \u0026amp; Clifton, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). This approach therefore allowed the researchers to examine the nuances about teachers\u0026rsquo; experiences and perspectives on the implementation of the Ghanaian standards-based curriculum.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Participants\u003c/h2\u003e \u003cp\u003eEarly childhood and primary school teachers were selected from schools across the three geographical blocs of the country \u0026ndash; northern, middle, and southern \u0026ndash; in order to provide a rich mix of evidence needed to understand the implementation of the curriculum. A multi-stage sampling strategy was used to ensure regional and institutional diversity. First, one region was purposively selected from each bloc to reflect the country\u0026rsquo;s geographic diversity. In each region, two districts (i.e. one high-performing and one low-performing district) were selected using the 2021 UNICEF District League Table, which measures access to basic services, including education. We then randomly selected four schools (two public and two private) in each district. In all, a total of 8 schools were selected in each region, creating a total of 24 schools across the three regions. Teachers in kindergarten 2, basic 3 and 6 in selected schools were invited to be part of the study. If there were more than one teacher in a class, one of them was selected. A total of 24 teachers were selected from each region, making a total of 72 teachers across the three selected regions. Also, the head teacher within the sampled schools was selected to be part of the study, creating a total of 24 head teachers (see Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e for detailed participants\u0026rsquo; demographic characteristics).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eParticipants\u0026rsquo; sample characteristics\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeachers (N\u0026thinsp;=\u0026thinsp;72)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHeadteachers (N\u0026thinsp;=\u0026thinsp;24)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeacher sex\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e31 (43.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14 (58.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e41 (56.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10 (41.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAcademic Qualification\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSSCE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e18 (25%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 (16.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCertificate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1 (1.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (8.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDiploma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e21 (29.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6 (25%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDegree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28 (38.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10 (41.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMasters\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4 (5.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 (8.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eProfessional Qualification\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNone\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e25 (34.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 (16.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCertificate in Education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1 (1.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDiploma in Education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e21 (29.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7 (29.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBachelor of Education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e22 (30.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10 (41.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMasters in Education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3 (4.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3 (12.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eYears of teaching experience\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e8.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.24\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Method\u003c/h2\u003e \u003cp\u003e Semi-structured interviews were conducted with each participant. The rationale for adopting semi-structured interview lies in ability to allow researchers gather in-depth information while maintaining some structure and comparability across interviews. Through the interview, an understanding of participants\u0026rsquo; experiences regarding the curriculum implementation and the meaning they make from such experiences were uncovered. An interview guide was designed for the purpose of the study and was structured into two parts. The first part focused on participant background characteristics, for example gender, professional qualification and years of experience. The second part explored how participants\u0026rsquo; perspectives on the roll-out of the curriculum, challenges regarding the introduction of the curriculum and its implementation as well as support they have received. Sample of questions included in the interview guide are: (a) What do you think about the new standards-based curriculum? (b) What do you think about how the curriculum was rolled out? (c) What challenges have you encountered in implementing the curriculum? (d) What training support have you received after the pre roll-out training?\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.4 Data collection procedure\u003c/h2\u003e \u003cp\u003eThis project was guided by the Declaration of Helsinki on human subject research that emphasizes privacy, confidentiality, voluntary and informed consent. Ethical approval was obtained from the Institutional Review Board of the University of Cape Coast. In accordance with Ghana Education Service protocols, additional approval was obtained at the national, regional and district levels. All participants were fully informed about the goals of the study, potential benefits and risks, confidentiality, anonymity and their voluntary participation. Participants gave their consent to participate in the study by signing a consent form.\u003c/p\u003e \u003cp\u003eTwenty postgraduate students from the University of Cape Coast with knowledge on the standards-based curriculum were recruited and trained to collect interview data. A two-day pre-study training was organised for field staff to discuss the data collection instruments, procedures for conducting interviews and research ethics, including obtaining informed consent from participants, strategies to ensure privacy and anonymity of data.\u003c/p\u003e \u003cp\u003eParticipants were given a cover letter, which provided information about the purpose of the study and ethics. The interview began with the collection of data on background of each participant. This was followed by questions on participants\u0026rsquo; experiences and perspectives the curriculum roll-out and implementation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e2.5 Data analysis\u003c/h2\u003e \u003cp\u003eInterviews were analysed following grounded theory procedures in four stages (e.g. Qureshi \u0026amp; \u0026Uuml;nl\u0026uuml;, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Corbin \u0026amp; Strauss, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). First, open coding was used to analyse the data in all possible directions in an open way. Following this, constant comparisons of codes was done focusing on similarities and differences among the codes, which helped group together similar codes under a broader label (i.e. concepts). Once concepts were generated, they were reviewed through constant comparison to generate categories. In the final stage, all codes, concepts and categories were reviewed to establish a theme, giving particular attention to the relationship among the categories.\u003c/p\u003e \u003c/div\u003e"},{"header":"3.0 Findings","content":"\u003cp\u003eThe findings are organised under key themes and provide insights into teachers\u0026rsquo; perspectives on the SBC roll-out, challenges they face and support available for effective implementation., organized under key themes that emerged from the data analysis, provide insights into teachers\u0026rsquo; perspectives on the SBC roll-out, the challenges they face in its implementation, and the support available for effective implementation. Each theme is supported by quotations from the interview data. The participants are represented by pseudonyms, whereby each teacher is assigned a code based on the participant, level of teaching, and region. For instance, \u0026ldquo;TKGN\u0026rdquo; means the participant is a teacher (T) who teaches in Kindergarten (KG) in the Northern Region (NR), while \u0026ldquo;HTA\u0026rdquo; refers to a headteacher (HT) in the Ashanti Region (A). \u0026ldquo;TPRGA\u0026rdquo; means a teacher (T), teaching at the primary (PR) level in the Greater Accra (GA).\u003c/p\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Teachers\u0026rsquo; Perspectives on the SBC Rollout\u003c/h2\u003e \u003cp\u003eIn describing their thoughts and experiences about the roll-out of the SBC, three subthemes emerged through analysis of the interview data: rushed/hasty implementation; training; and prior provision of resources.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section3\"\u003e \u003ch2\u003e3.1.1 Rushed/Hasty Implementation\u003c/h2\u003e \u003cp\u003eWhile the government adopted a full implementation of the new curriculum across the country, participants believed this strategy failed to deliver the expected results, given the difficulty associated with attending to many aspects of the change process. From their perspectives, they believed the roll out was rushed, with most of them being of the view that a slower, more gradual approach would have been easier and more effective. These views, which were expressed by teachers and headteachers, were similar across school type:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWell, it should have been introduced gradually. But it looked like it just came all of a sudden\u0026hellip;it looked like they were not ready and it was just rolled out. Because if they were ready, it would have come with all the resources (TPRGA)\u003c/p\u003e\u003cp\u003eIt was in a rush, one day, the trainers would teach about 10 topics, we didn't understand what they were teaching, it looked as if they were rushing. it was very intensive course that we attended (TKGA)\u003c/p\u003e\u003cp\u003eThe way it was started, I think it was a bit of a rush. It should have been done phase by phase\u0026hellip;it should have been a gradual process. Since we don't have the necessary items, materials to support, I think we should have taken it in bits (TKGN)\u003c/p\u003e\u003cp\u003eFor me, it wasn't the best way. It should have been a gradual process. But, all of a sudden, they told us to use it. Whether you like it or not, you have to use it. But, that shouldn't be the way it is. It should be a gradual process, step by step. But for us it wasn't like that. (TPRA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eHeadteachers expressed similar views, highlighting how lessons from a pilot or gradual roll-out would have improved subsequent full-scale implementation:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe haste with which it was rolled out is the problem. It should be slowly rolled out for teachers to fully understand and then implement it. But most teachers didn't know what to do\u0026hellip; (HTN)\u003c/p\u003e\u003cp\u003eActually, it should have been on pilot basis. It should have started as how we started the JSS system\u0026hellip;it was on pilot basis, but this thing came just like that in a rush (HTA)\u003c/p\u003e\u003cp\u003eThey should have taken their time. It seems it was in a rush. It was in a rush. So, they should have at least done it in, how should I say, in phases or pilots. So that at the end of it all, it comes to success\u0026hellip;(HTGA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eMoreover, participants believed that a gradual implementation would have given room for education and sensitisation of stakeholders, including teachers, parents and headteachers. According to some participants, this approach would have given teachers and headteachers the opportunity to provide feedback, help organize training systematically and develop in-depth understanding of the curriculum:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThey should have trained us well, listen to the feedback, seek the idea of the teachers that were trained, interview us that, how did you see the training? Then we come out with our own challenges\u0026hellip;so they should have sought for the feedback and then see where there are lapses before we commenced (TKGN)\u003c/p\u003e\u003cp\u003eThey should have used, maybe, one year or two to educate the people, let Ghanaians understand what this new curriculum is about. In fact, up to now, there are some people, like parents, if you ask them about this new curriculum, they cannot tell anything about it. But they are also key stakeholders in the implementation of this new curriculum. And if they don't understand it, how are they going to cooperate with teachers for us to be able to implement this new curriculum? (TPRA)\u003c/p\u003e\u003cp\u003eThe authorities should have started gradually, educating the populace\u0026hellip; then the training will be going on... So that we will understand it better before starting (HTN)\u003c/p\u003e\u003cp\u003eSensitisation would have to, would have gone on, earlier for us to be aware that this was a new programme that we want to introduce to the education system. And then we are well briefed on workshops about the programme. So, we'll know more about what it details (TKGGA)\u003c/p\u003e\u003cp\u003eWe should have educated the people, as Ghanaians, psyched them up, and tuned their mind to whatever we are bringing on board. Then, after that, we start from scratch. From KG, gradually phasing out the old system bit by bit (TPRA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eBesides, others believed that a gradual approach would have allowed schools, particularly, private ones to prepare for the implementation adequately. They thought that the nature of the roll out resulted in loss of money, given that some schools had already planned for the upcoming academic year:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWell, actually, it came all of a sudden, with schools not being informed about it, I was thinking through this time, we will be changing the curriculum. We will change the syllabus into curriculum, so at least it should be done this way, so all teachers have to be aware, so that heads who are controlling schools will not go looking for books and that. But people prepared for the next academic year, and then when the curriculum was changed, the books were wasted (TKGN)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section3\"\u003e \u003ch2\u003e3.1.2 Training\u003c/h2\u003e \u003cp\u003eAlmost all teachers and headteachers recognised the need for a curriculum review, but they were of the view that training towards the roll out was inadequate. They believed that the nature of the curriculum required significant amounts of professional training and support for teachers to learn to use the new curriculum effectively. They believed the one-week training was insufficient, as reflected in the following quotes:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eIn fact, the training given was not enough. Okay. The training wasn't enough. So, most teachers didn't get the real first-hand information they were supposed to get because it was organized in a very large group. So, for them to have the actual feeling of the thing, they didn't (HTA)\u003c/p\u003e\u003cp\u003eOne-week training is not enough. We should have trained it for maybe a term (TPRN)\u003c/p\u003e\u003cp\u003eIt was only one week. One week so we were not getting the actual things that we were supposed to do (TKGA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eBesides the inadequacy of the training provided, there were concerns about the number of trainers and quality of training provided. While some participants thought the trainers were few, others expressed their dissatisfaction with the trainers, highlighting the fact that they seemed not to have mastered the content of the curriculum:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eMy problem is, those who were supposed to train us, they were not enough. I think they should have taken people from all the schools\u0026hellip;if we have those facilitated, the trainer of trainers in our schools, they can continue helping us for those terms, so that we get the concept quickly. But we were not having... It was only one week. So we were not getting the actual things that we were supposed to do (TPRA)\u003c/p\u003e\u003cp\u003eWe had a workshop. It was three days or one week. Some teachers had already been taken through a new curriculum and they came to teach us but the one thing I realized is at a point even the teachers themselves were confused\u0026hellip;after everything I heard some people arguing that those that went for the workshop they went to chop money enjoy themselves and they didn't do anything (TKGN)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eOthers raised questions about the large number of teachers assigned to trainers. They reported that the number of teachers made it impractical for hands-on training, which was crucial for effective implementation of the new curriculum:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe numbers that they mobilized or grouped to train, it was just not possible that people could have in-depth knowledge on this (HTGA)\u003c/p\u003e\u003cp\u003eYes. We were given a training as a district, but the training wasn't effective. Because they would just gather a whole lot of teachers into one hall. Sometimes you don't even see the person talking. So, I think even the way it was, it wasn't effective (TPRA)\u003c/p\u003e\u003cp\u003eThe way the training was done during the introduction was bad. One day you go into the training, and we have about 300 or 400 people to say you are training them? No! That is not training. They are just giving information, not training them. We all know what comes into play when you are doing a standard training? So, these things were all missing, proper training wasn\u0026rsquo;t done, people didn\u0026rsquo;t get to understand the concept very well\u0026hellip;You use the mic and give information, while they didn\u0026rsquo;t participate in any activity\u0026hellip;no room for questioning (HTN)\u003c/p\u003e\u003cp\u003eBecause the way they trained teachers, it was just bringing 100 teachers in a room to be trained, it wasn\u0026rsquo;t effective. The training is very core in that, it should have been done in such a way that at least 30 teachers per class and all teachers should take active part in the training (HTA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eAnother important issue is the training of teachers for specific grade levels or subjects they teach. According to participants, because teachers can be transferred or switched to different grades, the teachers should have been trained in all the grade levels of the curriculum rather than limiting them to the levels they were currently teaching:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026hellip;the problem I have with it is we were classified into let's say KG, primary, and then JHS, which shouldn't have been so. If I'm here today and I'm transferred to another school and maybe they need my service at the JHS, I cannot say I'm not specialized there so I cannot go\u0026hellip; I had the training on the KG aspects. Only for me to come to the primary and they told me theirs is different. So, I have to sit and study theirs. So, I have to let my colleagues be helping me which shouldn't have been so (TPRGA)\u003c/p\u003e\u003cp\u003eThat time I was at Volta region it was primary that was going for the workshop, when I came here too, they placed me at KG. I didn\u0026rsquo;t know where to go. I didn\u0026rsquo;t have any idea in KG so I have to consult people to help me (TKGN)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section3\"\u003e \u003ch2\u003e3.1.3 Prior Provision of Resources\u003c/h2\u003e \u003cp\u003eMost of the participants thought that teaching and learning resources needed to implement the curriculum should have been made available before its roll-out. While the unavailability of these resources suggests a lack of in-depth preparation and planning towards the roll-out, participants believed it limited their ability to effectively use the new curriculum:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eFirst of all, facilitators should have been trained ahead of time and then materials should have been made available. Because we went well over a year, if I'm not mistaken and we still have not even had approved or officially recognized materials. So, all of these provisions should have been made before we kickstarted (HTN)\u003c/p\u003e\u003cp\u003eI think those textbooks and TLMS should have been available before the curriculum was rolled out. Even at the workshops, those TLMS and textbooks were not there. The trainers were just teaching us in abstract. So those things should have been there so that teachers themselves will see and learn about those things before bringing those things to their schools (TKGPRA)\u003c/p\u003e\u003cp\u003eThey should have planned it earlier and come out with material so that when they introduce it, they can have material for the schools to run it very well. Now that it has come and there are no materials, we are facing problems (TKGN)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Implementation Challenges\u003c/h2\u003e \u003cp\u003eThis study also sought to establish the challenges associated with the implementation of the curriculum. Teachers and headteachers identified challenges relating to teaching and learning resources, knowledge and skills, parental knowledge and attitude, and sequencing of topics/content in the curriculum.\u003c/p\u003e \u003cdiv id=\"Sec15\" class=\"Section3\"\u003e \u003ch2\u003e3.2.1 Teaching and Learning Resources Challenges\u003c/h2\u003e \u003cp\u003eAlmost all participants identified teaching and learning resources as a major challenge. In particular, they reported the lack of textbooks and other teaching and learning materials:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe challenges are resources. We say lack of resources, inadequate is an under-statement, it is lacking completely (HTA)\u003c/p\u003e\u003cp\u003eThe resources are not in town, where you can be able to get some of the resources. It even took some time before the textbooks came out. So, when it comes to resources, I think we are lacking resources (HTGA)\u003c/p\u003e\u003cp\u003eThe first one has to do with textbooks because the curriculum is there alright, but textbooks that provide detailed information are not available. So in that way, we find it difficult to teach it (TPRA)\u003c/p\u003e\u003cp\u003e\u0026hellip;these preparations need to go with resources\u0026hellip;but it hasn\u0026rsquo;t been accompanied by textbooks. In fact, it is giving us hell. So, you come to preparing lesson notes some topics as at now are left just unattended to because you will not get the material to prepare (TPRN)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eAlthough participants supported the integration of ICT and digital skills into the curriculum, they reported the lack of relevant resources that can facilitate this integration:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eAnd then, also, some of the topics need research, for which teachers will need laptops. And so, because the laptops weren't available, some of them were using their phones and what have you, to be able to help teach the topics (HTN)\u003c/p\u003e\u003cp\u003eWe don't have the materials. You see, everything is digital. Okay. But these digital sources are not good. Unfortunately, it was just last year that we got some of the exercises. Okay. So, we are having only the curriculum. And how can we use only the curriculum to teach. Okay. Assuming you are not using a smartphone (TPRA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eRelatedly, some teachers and headteachers were concerned about the lack of electricity in their schools and how this could affect the use of ICT resources, even if they are readily available:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eAside from that, we also lack light\u0026hellip;there's no light (TKGN)\u003c/p\u003e\u003cp\u003eSometimes you have to go to the net to get the information. But here, we don't have any lights. Even if I bring my laptop from the house, the battery will run down. Sometimes, the teachers will be using their personal phones to show the pupils (HTGA)\u003c/p\u003e\u003cp\u003eJust the resources. And some of the resources are beyond us. Electricity plays a major role. Because we are saying practical. So, if there is a school like this and there is no electricity, then it will be a problem (TPRA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section3\"\u003e \u003ch2\u003e3.2.2 Inadequate Knowledge and Skills\u003c/h2\u003e \u003cp\u003eTeachers reported that they had inadequate knowledge and skills in relation to some aspects of the SBC. For instance, some reported difficulties understanding concepts, such strands, sub-strands, and indicators. Others reported not being familiar with the preparation of the new lesson notes format:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWe have so much difficulty understanding what is there. For example; the strands, sub strands, indicators. They should have trained teachers well before the roll-out (TPRA)\u003c/p\u003e\u003cp\u003eSometimes the lesson plans are not quite understandable so it's difficult for me to prepare. The strands. Sometimes when you want to go through it, make it tally with the sub strands of the course, sometimes you are being corrected by a headteacher that it doesn't tally. It makes the planning of the lesson difficult (TKGN)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThese views were corroborated by some headteachers as illustrated in the excerpts below:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eIt's hard because they can't write the lesson by themselves. They didn't have the education on the standards-based curriculum. It didn't go well with some of the teachers for them to write the lesson (HTN)\u003c/p\u003e\u003cp\u003eI face a lot. Some of the teachers don't get it. We have the weekly, the daily, before the termly. They mix up everything. So, each weekend, we have to sit again. Even how to even start the introduction. Somebody will just put anything down (HTA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eNot only were teachers unable to understand concepts and prepare lesson plans, but few teachers expressed concern about their lack of ICT knowledge and skills:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe challenges we face is that some of us are not IT-inclined... And so, it becomes difficult for us to even implement it. Because you are supposed to research, you are supposed to use computers and projectors in our presentations. So, if you don't know your way around it, then it definitely becomes a challenge (TPRN)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section3\"\u003e \u003ch2\u003e3.2.3 Parental Knowledge and Attitude\u003c/h2\u003e \u003cp\u003e Teachers and headteachers highlighted that parents do not have knowledge and understanding of the SBC, leading to their uncooperative attitude towards the implementation of the curriculum. From the perspectives of participants, this makes it difficult for children to complete home assignments in a more supportive way:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eParents themselves don't understand. So, when you give homework, they don't know how to communicate the thing to the child to understand. Sometimes they will come and say, this thing is too high for the child\u0026hellip;So, it's a bit of a challenge (TKGA)\u003c/p\u003e\u003cp\u003eThe attitude of parents towards the standards-based [curriculum] has also given us a very big challenge and we are trying to solve it (HTGA)\u003c/p\u003e\u003cp\u003eParents have also not adapted to the new curriculum. So, when they say somebody should go and do research on something, they'll come back here and complain\u0026hellip;We\u0026rsquo;ve been facing a lot (HTN)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section3\"\u003e \u003ch2\u003e3.2.4 Sequencing of Topics/Content\u003c/h2\u003e \u003cp\u003eAnother issue raised by some participants is the sequencing of some topics. According to participants, some of the topics are not presented in a logical and meaningful manner. For example, participants believed that after teaching nouns, the teacher should progress to teach pronouns. But this is not the case, making teachers use their own discretion in moving content around in order to build on what went on before:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe confusion aspect is that some of the topics are conflicted, some of the strands are conflicted\u0026hellip;if I take English for example, where you are supposed to teach nouns, and then after nouns, that is in grammar, you should continue with the grammar to make sure that you teach nouns and teach pronouns. So that the understanding correlates and co-operates very well. There should be that cohesion. But there's no cohesion\u0026hellip;So, the person has to, in his own understanding, go to the strand that they put pronouns in so that you bring it in here... (TPRA)\u003c/p\u003e\u003cp\u003eAnd I heard of science people saying that if they want to teach diversity of whatever, then they should have diversity of matter. They teach the first definition of matter and some of the characteristics, then diversity, another part goes somewhere, so if you don't bring it here, then you teach it today, then the next time it seems you are repeating the note or the lesson. That wouldn't go well for the children (TKGN)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eRelatedly, participants reported incomplete topics or content. In explaining this, they highlighted the fact that certain sub-topics were missing, leading teachers to identify these gaps and fill them appropriately. As one teacher described:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eSometimes, this topic, for instance, when you go through it, it talks about only the sources of water. You won't meet any place where you should teach uses of water unless you use your mind. When you move to another page, you see the same sources of water. Only Wednesday that the topic will change. Then Thursday, it will tell you sources of water. Friday, it will tell you, maybe use, fill a container with water you took from the pool. So, unless you break it, when you say water, it stays. Sources. Water. Then you think about uses, how you go about it, unless you break it, it stays (TPRGA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Support Systems after SBC Rollout\u003c/h2\u003e \u003cp\u003eThe study also sought participants' views on the support available to them for effective implementation following the rollout. Teachers gave mixed responses. While some teachers received some formal training at the district or school level, others had to rely on peer consultations. A significant number of teachers, however, reported a lack of ongoing professional development opportunities.\u003c/p\u003e \u003cdiv id=\"Sec20\" class=\"Section3\"\u003e \u003ch2\u003e3.3.1 Training\u003c/h2\u003e \u003cp\u003eThe majority of the participants indicated that they have not received any training since the SBC rollout.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eNo\u0026hellip;in my school they just taught us one or two things, that\u0026rsquo;s all (TKGN)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eNo no\u0026hellip;we haven\u0026rsquo;t attended any workshop again (HTA)\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI thought that after the roll out we should have been given top-up trainings or something like that, but there's nothing. Since that maiden workshop, I have not seen any other workshop concerning the new curriculum (TKGGA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eNo. After the first workshop, that's all (TPRA)\u003c/p\u003e \u003cp\u003eNo training again\u0026hellip;Just the pre-rollout training (HTA)\u003c/p\u003e \u003cp\u003eNo, I can't remember. We have not gone for a second training (HTN)\u003c/p\u003e \u003cp\u003eSome participants indicated that despite the lack of post-roll-out support in the form of training, they are making efforts on their own to ensure effective implementation of the curriculum:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eI have not received any other training or support but I am just trying to do my best\u0026hellip;I am trying to do it. (TKGN)\u003c/p\u003e\u003cp\u003eNo, I have not gone for any training after the first training. But we are managing like that by ourselves (TPRGA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section3\"\u003e \u003ch2\u003e3.3.2 Consultation with Peers\u003c/h2\u003e \u003cp\u003eSome participants indicated that due to the lack of formal training, they relied on their colleagues for support.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWe sometimes consult our senior colleagues when we face challenges. Most of them are more experienced and use their knowledge to guide us (TKGA)\u003c/p\u003e\u003cp\u003eWhat we do is, once in a while, we come together, and any teacher who has learned a new skill or idea demonstrates it for others to learn (HTN)\u003c/p\u003e\u003cp\u003eSometimes, you know, some teachers are older than you, so if there is anything you go to them. \u0026ldquo;So, this place what should I do?\u0026rdquo; Then they will explain it to me (TKGA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eA few teachers considered themselves fortunate to have access to some of the curriculum facilitators within their school who they consult:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eYes, we were lucky to have Mr.[name withheld] around here. He was one of the facilitators. So we had a chance to go to him. So we teachers here are very very lucky (TKGA)\u003c/p\u003e\u003cp\u003eFor us, our school, we didn\u0026rsquo;t have problem, one of the trainers is here. But for other schools, it is not easy for them. I even asked a friend from another school, how they are coping with the new curriculum and she told me that it is not easy at all (TPRGA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eSome headteachers also resorted to organising their own workshops, although in some instances, it came at a cost to teachers.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eFor us, like I mentioned, apart from the first training, we have also been organising our own programmes and invite the trainers and pay them (HTN)\u003c/p\u003e\u003cp\u003eSo, we\u0026rsquo;ve done quite a number of training and we pay them. You know, this is on a personal level, we bring them at the weekend. And you know that at least, you pay for their T\u0026amp;T, at least pay for some meals (HTA)\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"4.0 Discussion","content":"\u003cp\u003eThe findings of this study underscore the multifaceted nature of curriculum implementation and highlight the central role of teachers\u0026rsquo; perceptions in determining the success of curricular reforms such as Ghana\u0026rsquo;s SBC. First, the perception among teachers that the SBC rollout was rushed corroborates concerns in the literature regarding the timing and sequencing of implementation processes. Several participants expressed a desire for a phased or pilot-based approach, where feedback from teachers would be sought and incorporated to ensure effective implementation. This aligns with Oloruntegbe (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) claim that effective implementation depends on the degree to which reforms incorporate teachers\u0026rsquo; views. Rushed rollouts often fail to provide the time and space needed for teachers to make sense of the change and provide feedback, thereby compromising fidelity of implementation (Fullan, 2007; Pak et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Inadequate professional development opportunities also emerged as a critical challenge. While sustained professional development is essential for equipping teachers with the knowledge and skills to implement new curricula, the participants\u0026rsquo; accounts suggest that the pre-rollout workshops fell short of these expectations. The limited scope and superficial nature of the training left many teachers ill-prepared to deliver the curriculum as intended. This finding is consistent with prior studies which show that inadequate training contributes to low confidence, and eventually poor implementation (Hall, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eClosely tied to training was the issue of resource availability. Teachers\u0026rsquo; widespread concern about the lack of resources, especially textbooks and ICT tools, reinforces the point that the success of curriculum reforms is highly dependent on resources (Molapo \u0026amp; Pillay, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). In contexts where schools are under-resourced, the curriculum may remain theoretical rather than practical (Chaudhary, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Pandey, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The integration of digital skills in the SBC without ensuring the necessary resources, such as electricity and ICT devices, created a mismatch between policy objectives and classroom realities. Closely related to resources was the availability of post-rollout support systems. The majority of teachers had not received any formal follow-up training and had to rely on peer consultation or informal learning networks for support. While this strategy is valuable for sharing information and experiences (Kyndt et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Lambert et al., 2015), the lack of structured support raises concerns about the sustainability of the reform. This situation also has the potential of impeding implementation and demoralising teachers over time, echoing the views of Nevenglosky et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTeacher knowledge and confidence in applying the new curriculum also emerged as significant concerns. Many participants reported challenges in interpreting and sequencing topics, understanding strands and indicators, and designing appropriate lesson plans. These findings mirror studies by Baumi (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) and McNeill et al. (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), which emphasise that teacher preparedness is fundamental for implementation fidelity. Moreover, the findings affirm the notion of \u0026ldquo;principled resistance\u0026rdquo; (Huddleston et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), wherein teachers adapt curriculum content to align with what they perceive to be more practically feasible for learners, often in the absence of sufficient support. Besides, the findings demonstrate that implementation does not occur in isolation from broader socio-educational contexts. Teachers noted parental poor understanding of the SBC as a barrier to supporting children. This reflects the broader assertion that curriculum implementation requires the involvement of all stakeholders to foster effective learning outcomes (Bantwini, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Ornstein \u0026amp; Hunkins, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFinally, the findings draw attention to the practicality of curriculum design. Teachers reported incoherent sequencing of topics and gaps in content, leading to disjointed teaching. This points to a disconnect between curriculum designers and implementers. This is a concern also raised by Caropreso et al. (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) and Bell (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Thus, when curricula are designed without considering teachers\u0026rsquo; experience, teachers are forced to improvise, which may compromise quality and consistency of implementation.\u003c/p\u003e"},{"header":"5.0 Policy and Practical Implications","content":"\u003cp\u003eThe findings from this study offer several important implications for educational policy and practice in Ghana. First, policymakers should consider adopting a phased or piloted approach to curriculum implementation. A gradual roll-out would allow for feedback loops, contextual adaptation, and iterative improvement based on the realities of different regions and school types. Second, there is an urgent need for comprehensive and sustained professional development programmes. One-off workshops are insufficient. Continuous support through professional learning communities (PLCs) in schools, coaching, and in-service training will enhance teachers' understanding and confidence in applying the curriculum.\u003c/p\u003e \u003cp\u003ePractically, school-level leadership must be empowered to support teachers through targeted supervision, provision of resources, and the creation of collaborative environments. The Ministry of Education and Ghana Education Service should ensure the timely and equitable distribution of teaching and learning materials to schools. Moreover, investments in digital infrastructure, including electricity and internet connectivity, are crucial for actualising the SBC\u0026rsquo;s digital literacy goals. Parents, community leaders, and school management committees should be oriented on the aims and content of the SBC to foster supportive home environments for learning. Engaging teachers in the curriculum design and evaluation processes will not only boost ownership but also bridge the gap between policy intentions and classroom realities.\u003c/p\u003e"},{"header":"6.0 Limitations of the study","content":"\u003cp\u003eThis study has some limitations that should be acknowledged. First, the absence of classroom observations limits the ability to triangulate findings with actual teaching practices. Second, although the sample included schools across three geographical zones, it may not capture the full diversity of experiences across all regions in Ghana, particularly in remote or underrepresented communities. Additionally, the study did not include perspectives from curriculum developers, policymakers, or parents, whose views may provide a more comprehensive understanding of the implementation process.\u003c/p\u003e"},{"header":"7.0 Suggestions for future research","content":"\u003cp\u003eFuture studies should consider incorporating multiple data sources, such as classroom observations, lesson plan analyses, and surveys with larger teacher populations to validate and deepen understanding of the implementation challenges. Longitudinal research could be valuable to track changes in teacher capacity, attitudes, and resource provision over time. It would also be beneficial to examine the perspectives of other key stakeholders, including curriculum officers, teacher trainers, and parents.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements:\u003c/strong\u003e We would like to thank the Institute of Education for their support for the conduct of the research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contribution\u003c/strong\u003e: CYK: Conceptualization, design, analysis, writing; EAA: reviewing, critical revision of manuscript, supervision, final approval; RAA: wrote the research methodology and data analysis; EA: critically the content of manuscript; EO: Reviewing, supervision.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e: The authors declare that this research received no specific grant or funding.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e: The data that support the findings of this study are available upon reasonable from the Authors.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDeclarations Ethics approval and consent to participate:\u003c/strong\u003e This study was conducted in accordance with applicable ethical guidelines and regulations, and the research protocol was approved by the Research Ethics Committee of the School of Educational Development and Outreach, University of Cape Coast. We also sought permission from the Ghana Education Service from the various districts involved in the study. All participants provided written informed consent to participate in the study after receiving sufficient information about its purpose, procedures, potential risks, and benefits.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e: All participants consented for the publication of relevant data, including anonymized quotations or non-identifiable personal information.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests:\u003c/strong\u003e The authors declare no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eApsari Y. Teachers\u0026rsquo; problems and solutions in implementing curriculum 2013. 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Australian J Music Educ. 2020;53(1):41\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Standards-based curriculum, basic education, teachers, curriculum implementation, Ghana","lastPublishedDoi":"10.21203/rs.3.rs-8482763/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8482763/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study explored teachers\u0026rsquo; experiences of and perspectives on the implementation of Ghana\u0026rsquo;s Standards-Based Curriculum (SBC) within basic education. Adopting a qualitative approach, semi-structured interviews were conducted with 72 teachers and 24 headteachers selected from public and private schools across the northern, middle and southern zones of the country. Using grounded theory analysis, our findings revealed participants\u0026rsquo; dissatisfaction with the implementation preparatory process. They emphasised the hasty nature of the roll-out, insufficient time for adequate and well-structured teacher training as well as the timely provision of teaching and learning resources. They also identified several factors that limit their implementation of the curriculum and recognised the role of peer collaboration and informal networks in navigating implementation demands. The findings provide insights relevant to policy discussion on curriculum implementation and the need for a more coordinated curriculum reform process that meaningfully engages all relevant stakeholders, especially teachers, who are ultimately responsible for implementing the curriculum.\u003c/p\u003e","manuscriptTitle":"Teachers experiences of implementing the standards based curriculum in Ghanaian basic schools","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-18 19:30:04","doi":"10.21203/rs.3.rs-8482763/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-10T18:40:39+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-26T18:16:48+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"239941608226323998565478454852219930613","date":"2026-03-20T18:02:45+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-22T02:53:27+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"76536340005640338274627418594917579776","date":"2026-02-13T21:12:55+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-02-11T07:03:03+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-01-28T06:15:40+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-01-20T12:24:16+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-01-16T16:19:59+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2026-01-16T16:15:16+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"9eff5ab4-ba02-46d1-968b-63eb06356df7","owner":[],"postedDate":"February 18th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"in-revision","subjectAreas":[],"tags":[],"updatedAt":"2026-05-18T10:24:04+00:00","versionOfRecord":[],"versionCreatedAt":"2026-02-18 19:30:04","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8482763","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8482763","identity":"rs-8482763","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}