| dc.description |
Agormedah, E.K., Department of Business and Social Sciences Education, University of Cape Coast, Cape Coast, Ghana; Ankomah, F., Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana, Department of Education, SDA College of Education, Asokore, Ghana; Frimpong, J.B., Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast, Ghana; Quansah, F., Department of Educational Foundations, University of Education, Winneba, Ghana; Srem-Sai, M., Department of Health, Physical Education, Recreation and Sports, University of Education, Winneba, Ghana; Hagan, J.E., Jr., Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast, Ghana, Neurocognition and Action-Biomechanics-Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, Germany; Schack, T., Neurocognition and Action-Biomechanics-Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, Germany |
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| dc.description.abstract |
The introduction of the new standards-based curriculum in Ghana required teachers to make adjustments, including teaching routines. Despite the challenges encountered in the introduction of this new curriculum, its passage was successful. Previous studies have revealed mixed reactions from teachers and how their experiences affect their efficacy during the implementation stage. This study examined whether teachers' experiences and self-efficacy beliefs influenced the implementation of the new curriculum reforms across gender in Ghana. The cluster sampling technique was used to survey 693 basic school teachers who responded to a questionnaire. Descriptive and regression-based inferential statistics were used to analyze the data. A preliminary assessment showed that teachers exhibited a moderate-to-high level of teaching efficacy in student engagement, instructional strategy, and classroom management. Furthermore, the study also revealed that teaching experience was positively related to efficacy. However, gender significantly moderated the relationship between teaching experience and teachers' efficacy in student engagement as well as teaching experience and efficacy in student engagement. Findings imply that even though teachers may be more likely to plan and deliver pedagogical content and carry out instructional activities, their sense of efficacy in managing their classroom is questionable. Emphasizing teaching experience in improving their efficacy in curriculum implementation is key, especially among female teachers. Programs or capacity-building training workshops that seek to improve teachers' ability to manage the classroom environment should be organized regularly to promote effective curriculum implementation. Copyright � 2022 Agormedah, Ankomah, Frimpong, Quansah, Srem-Sai, Hagan and Schack. |
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