Abstract:
This study, explored teachers’ perception on implementation of the National Literacy
Acceleration Programme (NALAP) in Basic Lower Primary Schools in Wiawso
circuit of Sefwi Wiawso Municipality. This was necessary because, it had been
observed that the problem with reading, understanding and writing in these schools
had been further complicated by issues regarding the teaching of the Language and
Literacy subject which emanated from the NALAP. The study was designed in the
framework of an interpretive case study which employed the qualitative paradigm.
Semi-structured interview protocol and observation checklist were the instruments
used to collect data for the study. Purposive sampling technique was used to select a
sample of 25 respondents from the study population of 50. The data were collected
personally during the first and the second term of 2014/2015 academic year. The data
were analysed using the interpretive model. The results revealed that most of the
teachers were not following the instructions and specifications in the teacher’s guide
and the language and literacy syllabus to teach the subject effectively. Rather, they
taught based on their own classroom realities. The study concluded that, majority of
the teachers lacked the prerequisite knowledge and the competences to effectively
teach the subject, therefore, the results suggest that giving adequate and regular in service training to these teachers would make them become more abreast with the
content and the strategies in the teacher’s guide to help them teach the Language and
Literacy subject effectively
Description:
A Dissertation in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the
requirements for award of the Master of Philosophy (Educational Leadership)
degree
MAY, 2016