Abstract:
The purpose of this study was to find out the challenges facing early grade schools in
the Wenchi Municipality in the Bono Region of Ghana. This study employed a
Descriptive Survey Design. The population of this study consisted all early Childhood
teachers with a total population of 800 teachers, which the sample size was 155
kindergarten teachers. The study used Purposive Sampling to identify the respondents
(kindergarten teachers) for this study. This study was conducted by the researcher using
prepared questionnaires whereby respondents were kindergarten teachers. The
questionnaires were personally administered to the teachers by the researcher and
response recorded. Presentations of research findings was done using data analysis
charts, tables, percentages, and frequencies. The study used Purposive Sampling to
identify the respondents (kindergarten teachers) for this study. The researcher analyzed
each questionnaire according to the opinion of respondents. From the analysis, it can
be seen that majority of the respondents from all the four circuits (Wenchi West,
Wenchi South, Wenchi East and Wenchi Central) agreed to the knowledge in the
implementation of the new curriculum has improved. The findings revealed that a
majority of early childhood teachers had their first degree and diploma respectfully to
be able to implement the curriculum. Again, a majority of them were found to have
little idea for handling children. From the analysis, one can conclude that the age group
with the highest number of respondents in all the four circuits (Wenchi West, Wenchi
South, Wenchi East and Wenchi Central). The study also uncovered that kindergarten
teachers generally had negative beliefs/perceptions about the quality of the designed
early childhood curriculum. Therefore, the researcher recommended that, the
researcher therefore recommend that as a policy, the Ministry of Education (MoE), the
umbrella body of the Curriculum Research and Development Division (CRDD) of the
Ghana Education Service (GES), roll out initiatives that will ease the teacher’s access
to national curriculum design.
Description:
A thesis in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the School of Graduate Studies
in the partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Early Childhood Education)
In the University of Education, Winneba