Abstract:
The purpose of this study is to examine the factors influencing the implementation of
early childhood curriculum in public basic schools in the Bia-West District. The study
adopted quantitative research approach and descriptive survey research design. The
study used a sample of 270 early childhood teachers in the district. The population of
the study consist of 800 early childhood teachers in Bia-West district. The study
employed two-stage sampling techniques procedure. The study first employed cluster
sampling where the district was clustered based on the area councils in the district. In
the second stage, the study employed a simple random sampling technique to select 45
early childhood teachers from each of the 6 area councils. The study used questionnaire
as the main instrument for data collection. Data gathered from the questionnaires were
coded, scrutinized and analyzed with the help of Statistical Packages for Social
Sciences (SPSS) version 25. The study used descriptive statistics such as frequency
counts, tables relative importance index and percentages to analyze the data collected.
The study found that regular teacher training opportunities are perceived as highly
effective and are ranked as the most crucial factor in successful curriculum
implementation. This aligns with the notion that continuous teacher development is
essential for improving curriculum delivery. It was also found that availability of
adequate teaching resources and materials ranks second in importance. This highlights
the importance of having the necessary materials to make the curriculum accessible and
engaging. The study recommends that the Ghana Education Service and the Ministry
of Education through the districts should establish a comprehensive and sustainable
professional development program for early childhood educators, focusing on
continuous training, skill enhancement, and exposure to innovative teaching methods.
Description:
A dissertation in the Department of Early Childhood,
Faculty of School Education and Lifelong Learning, Submitted to the School of
Graduate Studies, in partial fulfillment
Of the requirements for the award of the degree of
Master of Education
(Early Childhood)
In the University of Education, Winneba
FEBRUARY, 2024
