Teachers’ perception on implementation of the national literacy acceleration programme (NALAP) in basic lower primary schools. a case study at Sefwi Wiawso municipality

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