Dinkum Journal of Social Innovations (DJSI)
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Publication History

Submitted: May 15, 2025
Accepted:Ā  Ā July 10, 2025
Published:Ā  July 31, 2025

Identification

D-0479

DOI

https://doi.org/10.71017/djsi.4.07.d-0479

Citation

Emmanuel Kwabena Arthur Frimpong (2025). Implementation of the Standards-Based Curriculum in Ghana: Challenges of Private Basic School Teachers in the Kwadaso Municipality. Dinkum Journal of Social Innovations, 4(07):418-429.

Copyright

Ā© 2025 The Author(s).

Vol. 4 No. 07 (2025) Open Access

418-429

Implementation of the Standards-Based Curriculum in Ghana: Challenges of Private Basic School Teachers in the Kwadaso MunicipalityOriginal Article

Emmanuel Kwabena Arthur Frimpong 1*

  1. Faculty of Education, Presbyterian University, Ghana.

*Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  Correspondence: emmanjelf20@gmail.com

Abstract: Education constitutes the foundation for the development of a nationā€™s human resource and therefore makes education critical for national development. Consequently, no nation can achieve its economic and developmental aspirations without placing a great deal of emphasis on the provision of quality education for its citizens. This study sought to ascertain the challenges faced by Private Basic Schoolteachers as regards their implementation of the Standards-Based Curriculum and the impact that the challenges identified have on their effective implementation of the Curriculum. The study adopted descriptive survey design. Three research questions were generated to guide the study. The population of the study was 340 made up of 50 preschool teachers, 150 primary school teachers and 140 Junior High School teachers. A sample of 181 respondents, comprising 26 preschool teachers, 82 primary school teachers and 73 Junior High School Teachers was used for the study. A simple random sampling technique was used to select the sample. Questionnaire was the principal tool used for data collection. Descriptive statistics and inferential statistics were used to analyse the data. Findings of the study showed that Private Basic Schoolteachers had major challenges with the implementation of the Standards-Based Curriculum and these challenges negatively and significantly affected their effective implementation of the Curriculum. Among the recommendations was the fact that the National Council for Curriculum and Assessment (NaCCA) should have periodic engagements with Private Basic Schoolteachers to help review what has been working and what has not been working with regard to the implementation of the curriculum and that the opinions of teachers shared at such meetings that help shape future curriculum decisions or reviews and thereby help with the effective implementation of the standards-based curriculum in Ghana.

Keywords: standards-based curriculum, Ghana, challenges, private basic school education, foundation

  1. INTRODUCTION

Education constitutes the foundation for the development of a nationā€™s human resource and therefore makes education critical for national development [1]. Consequently, no nation can achieve its economic and developmental aspirations without placing a great deal of emphasis on the provision of quality education for its citizens. In fact, without education, a nationā€™s natural resources cannot be properly developed and harnessed for the economic empowerment of her citizens. Education therefore provides an avenue for the proper development of a nationā€™s human capital. In concurrence with the foregoing view, [2] has observed that education is seen as the vehicle on which the survival and development of an under-developed country rest. In recognition of the primacy of education, the Government of Ghana has, over the years, introduced some major policies and initiated key reforms all aimed at transforming and improving education delivery and making it more meaningful and relevant in the country [3]. However, making education meaningful and relevant to a society depends on how the curriculum is developed [4].In this regard, the Ministry of Education of Ghana, through the National Council for Curriculum and Assessment, carried out a review of the objective-based pre-tertiary school curriculum with the resultant introduction in 2019 of the Standards-Based Curriculum, which is a curriculum system that is implemented in many developed nations globally [5]. The rationale for the review of the curriculum was to shift the emphasis of the Ghanaian education system from its examination-oriented-ness to the prioritization ofĀ Ā  building character, nurturing values, raising literate, as well as engaged and critically thinking citizens (National Council for Curriculum and Assessment, 2019). This new curriculum is also intended to foster the acquisition of 21st Century skills such as critical thinking and problem-solving, creativity and innovation, communication and collaboration, cultural identity and global citizenship, personal development and leadership as well as digital literacy [6]. Since the final destination of any curriculum is the classroom, where the plans and intentions of the curriculum designers are translated into actions [7], a number of studies have been done, since the introduction of the Standards-Based Curriculum, with a view to identifying the challenges and concerns ofĀ Ā  classroom teachers relative to their implementation of the new curriculum in Ghana [8-11]. However, these studies have focused on the challenges of Public Basic Schoolteachers. Thus, very little has been written specifically about the challenges of Private Basic Schoolteachers. Meanwhile multiple studies show that private schools have better learning outcomes than public schools [12,13]. Additionally, Private Schools complement theĀ  efforts of the central government in the provision of quality education in under-served communities where there are no public school [14].In view of the critical role of Private Schools in education provision in Ghana, there is the need for a study that is specifically designed to ascertain the challenges of Private Basic SchoolteachersĀ  and the impact of these challenges on the implementation of the curriculum so that measures could be taken to address them in order to obviate any implementation failure. Furthermore, owing to the fact that the Education Regulatory Bodies Act 2020 (Act 1023) has effectively taken the supervisory role that the Ghana Education Service previously had over private pre-tertiary schools and handed it to the National Schools Inspectorate Authority [15],Private Basic School teachers may no longer have access to the capacity-building programs and other interventions instigated by the Ghana Education Service to address the challenges faced by Public Basic Schoolteachers in respect of the implementation of the new curriculum. This makes this study critically important as it will help provide relevant data to help inform decisions on the kind of interventions required by Private Basic Schoolteachers for effective curriculum implementation. Considering what has been said thus far, there is the need to ascertain the challenges of Private Basic Schoolteachers as regards their implementation of the Standards-Based Curriculum and the effect of these challenges on their effective implementation of the curriculum. Following the introduction in 2019 of the Standards-Based Curriculum in Ghana, a number of studiesĀ Ā Ā  have been done with a view toĀ Ā Ā  identifying the challenges and concerns of classroom teachers in respect of their implementation of the new curriculum. These studies have become necessary because the implementation of a curriculum is the most crucial and difficult of the educational change process [16]. An author [17] has also observed that an effective implementation of the curriculum is intended to change the context of teaching in relation to context and method. Thus, the new curriculum contains creative teaching and assessment strategies as well as core 21st Century skills which are envisaged to change the face of teaching and learning in Ghana. The foregoing implies that, for the Standards-Based Curriculum to bring about the desired change and have the desired impact, there is the necessity for challenges associated with its effective implementation to be identified and addressed. Furthermore, [18] has noted that there is always a disparity between policy objectives and actual outcome due to implementation inefficiencies and unintended developments. There is therefore the need for the ascertainment of the effect that the challenges identified are having on the teachersā€™ effective implementation of the curriculum. However, the studies done thus far seem to largely focus on the challenges faced by Public Basic Schoolteachers relative to the implementation of the new curriculum. Thus, very little has been written specifically about the challenges of Private Basic Schoolteachers, especially Private Basic Schoolteachers in the Kwadaso Municipality. Most of the studies done on the standards-based curriculum in the Ashanti Region have largely focused on other districts, and the very few that have involved the Kwadaso area have concentrated only on very few Public Basic Schools. For example, a study done on the Standards-Based Curriculum by [19] in ten schools in the then ten Sub-Metropolitan Assemblies in Kumasi captured only two schools in the Kwadaso area, both of which were Public Basic Schools. This made it necessary for the present study to concentrate on Private Basic Schools in the Kwadaso Municipality to help policymakers get data that is representative enough. Furthermore, the studies done in other parts of Ghana thus far have generally focused on the identification of the challenges of teachers without touching on the effect that these challenges have on their effective implementation of the standards-based curriculum in Ghana. Meanwhile, according to Ghanaā€™s Education Sector Report (2022), private schooling is expanding at a considerably quicker pace and a lot of families are looking for quality education in Private Basic Schools. Furthermore, some rural communities in Ghana have no Public Schools and therefore depend solely on Private Schools to have access to formal education [20]. Consequently, there is the need toĀ Ā  fill the gap identified by trying to ascertain the challenges of Private Basic Schoolteachers regarding their implementation of the Standards-Based Curriculum and the effect of these challenges on their effective implementation of the Curriculum. The primary focus of the study therefore is to empirically establish the challenges of Private Basic Schoolteachers in the Kwadaso Municipality with regard to their implementation of the standards-based curriculum and the effect of the challenges on their effective implementation of the curriculum.

  1. MATERIALS AND METHODS

This study adopted a quantitative design since the primary objective of the study was to ascertain how private basic schoolteachersā€™ concerns about the standards-based curriculum were affecting their effective implementation of the curriculum. Descriptive survey, on the other hand, involves the administration of questionnaires to gather data in order to answer the research question(s) and analyze specific hypothesis [21]. Survey design was employed to help generate primary data for the study. This means that the researcher formulated a set of questions on the subject matter for which answers were elicited from the respondents. On the other hand, documentary data obtained from existing data- the works of past researchers and official records were utilized to help complement the primary data collected from the survey carried out. Survey design was utilized because it gives credence to the principle of anonymity and helps to eliminate bias in the interpretation of results. Its major attractions are its relatively low cost considering the fact that useful information will be collected about a large number of people from a relatively small number (representative); it was easy to generalize the findings to a larger population once representativeness of the sample is assured. The study was conducted in the Kwadaso Municipality, one of the forty-three Metropolitan/Municipal/District Assemblies in the Ashanti Region, Ghana. The Municipality is located in the central part of the Ashanti Region and is bound on the north-west by the Atwima Nwabiagya Municipal Assembly, on the north-east by the Atwima Nwabiagya North District, on the south by the Atwima Kwanwoma District Assembly and on the east by the Kumasi Metropolitan Assembly. Carved out of the Kumasi Metropolitan Assembly through the Legislative Instrument (L.I.) 2292 of November 2017, the Kwadaso MunicipalityĀ  boasts a heterogeneous population and a good number of public and private tertiary, Senior High and Basic Schools, some of whichĀ  are the Kwadaso Agricultural College, Akenten Appiah-Minka University of Skills Training and Entrepreneurial Development(AAMUSTED) , the Creative Arts School, Kumasi (which is still under construction), Oxford Institute of Journalism, Yaa Asantewaa Senior High School and Agric Nzima Community Senior High School. The population of the municipality in 2010, according to the 2010 Population and Housing Census, was 169,634. The current projected population of the municipality is 193,353, using a growth rate of 3%. Ā The Kwadaso Municipality has an average of about 214.2 persons per square km. The municipality is made up thirty-six (36) communities, with fifteen (15) electoral areas and fifty-six (56) polling stations. The population from which the sample was derived for this study comprised all private basic schoolteachers in the Kwadaso Municipality that use the standards- based curriculum and have Kindergarten, Primary and Junior High Sections. They were made up ofĀ Ā  50 Kindergarten Teachers, 150 Primary School Teachers (Grade 1 to Grade 6) and 140 Junior High School Teachers. The population consisted of 340 teachers, as shown in Table 01 below.

Table 01: Population Characteristics of Schools in the Kwadaso Municipality

SchoolĀ Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  Ā KGĀ Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  PrimaryĀ Ā Ā Ā Ā Ā Ā  Ā Ā Ā Ā Ā Ā Ā JHSĀ Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā 
Ā Ā  SEA School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  10
Ā Ā  P &G School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  Ā Ā Ā Ā Ā Ā Ā Ā Ā 8
Ā Ā  Solid Rock Int. School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  10
Ā Ā  Shamens International School 4Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  10Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  10
Ā Ā  School of Mercy Int. School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8
Ā Ā  John William MontessoriĀ Ā  Sch. 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6
Ā Ā  Black Children Academy 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  Ā 9Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6
Ā Ā  Gilead Academy 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  10Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6
Ā Ā  Vicande International School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6
Ā Ā  New Mission Academy 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  12Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  10
Ā Ā  Prince of Zion Int. School 4Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8
Ā Ā  Astire International School 4Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  7
Ā Ā  Bethel International School Ā 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6
Ā Ā  El Shaddai Model School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  12Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6
Ā Ā  Flodick Paradise 4Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  5
Ā Ā  Rapha International School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8
Ā  Lordish International Academy 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6 Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā 5
Ā  Jesus Saves International School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  5
Ā  All Saints School 4Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6
Ā Ā  Kuma Dwomfour Int. School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  5Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  4Ā Ā Ā Ā Ā  Ā Ā Ā Ā Ā Ā Ā Ā 

Simple random sampling technique was used. Cochranā€™s formula for estimating sample size was used to estimate the required representative same for the study. The confidence level of the sample was 95%, the precision level, +5% and estimated proportion, 0.5%. From the estimations, the study sampled 181 teachers to represent the entire population of 340.The sample consisted of 26 Kindergarten Teachers,82 Primary School Teachers and 73 Junior High School Teachers based on proportional allocation to size as shown in Table 02 below.

Table 02: Sample with Proportional Allocation to Size

SchoolĀ Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  KGĀ Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  PrimaryĀ Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  JHSĀ Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā 
SEA School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  10
P &G School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8
Shamens International School 4Ā Ā Ā Ā Ā Ā Ā Ā Ā  Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā 10Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  10
School of Mercy Int. School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8
John William MontessoriĀ Ā  School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6
Gilead Academy 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  10Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6
Vicande International School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6
Prince of Zion Int. School 4Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā 8
El Shaddai Model School 2Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  12Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  6
Jesus Saves International School 4Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  8Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  5
Total 26Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  82Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā Ā  73

Since the study relied solely on primary data, the instrument used for data collection was a structured questionnaire. The self-developed questionnaire was structured in a manner that would facilitate a successful capture of the data required to be able to achieve the objectives of the study. The procedure for collecting the primary data was self-administration method, where the researcher went to the respective schools selected for the study one after the other to distribute the questionnaire to the teachers as required participants.Ā  Introductory letters were first dispatched by the researcher to the headteachers/proprietors of the ten (10) schools to officially inform them about the upcoming study in order to secure their consent.Ā  After one week, all the ten schools officially informed the researcher about their consent for the study to beĀ Ā  carried out in their institutions. The secondary sources of data were collected from textbooks, the standards-based curriculum documents, Teachersā€™ Resource Packs, journals, newspapers, magazines and the internet. The reliability of the questionnaire was evaluated using Cronbachā€™s alpha. By using this strategy, the study intended to increase the validity of its conclusions by ensuring the accuracy and internal consistency of the data gathered. Descriptive statistics and frequency distributions were used to analyze the objective of the study. These statistical measures provided important information about the central tendency, variability, and distribution of the data. Inferential statistics, such as regression analysis, were employed to analyses the hypothesis.

  1. RESULTS AND DISCUSSION

Table 3 shows the distribution of the respondents by their age. The result of the analysis shows that 21.5% of the respondents are less than 25 years old, 34.3% of the respondents are in the age group 25-29, 0.6% of the respondents are in the age group 30-34, 12.2% of the respondents are in the age group 35-39 and 9.9% of the respondents are 40 years and above. This implies that the majority of the respondents are within the age group of 25-29.

Table 03: Age Distribution of the Respondents

Variable Variable Options Frequency Percentage (%)
Age Less than 25 years 39 21.5
25-29 years 62 34.3
30-34 years 1 0.6
35-39 years 22 12.2
40 years and above 18 9.9

Table 04 shows the distribution of the respondents by their sex. The results indicate that there were more males than females in this study, as 63.0% of the respondents were males and 37.0% were females.

Table 04: Distribution of the Respondents by Sex

Variable Variable Options Frequency Percentage (%)
Sex Male 114 Ā Ā Ā Ā  63.0
Female Ā  67 Ā Ā Ā  37.0

Table 05 shows the distribution of the respondents by their marital status. From the table above, it can be observed that 56.9% of the respondents are single, 41.5% of the respondents are married, and 1.7% of the respondents are divorced. This implies that the majority of the respondents are single. Meanwhile a significant percentage are married.

Table 05: Distribution of the Respondents by Marital Status

Variable Variable Options Frequency Percentage (%)
Marital Status Single 103 56.9
Married Ā  75 Ā  41.5
Divorced Ā Ā Ā  3 Ā Ā Ā  1.7

Table 06 shows the distribution of the respondents by the level they teach. Based on the result of the analysis, 14.4% of the respondents teach at the kindergarten level, 45.3% of the respondents teach at the Primary level and 40.3% of the respondents teach at the Junior High level. From this result, the majority of the respondents teach at the Primary level.

Table 06: Distribution of the Respondents by Level Taught

Variable Variable Options Frequency Percentage (%)
Level taught Kindergarten 26 14.4
Primary 82 45.3
Junior high 73 40.3

Table 07 shows the distribution of the respondents by their experience in teaching. The result of the analysis shows that 28.7% of the respondents have teaching experience of less than 3 years, 34.8% of the respondents have experience of 3-5 years, and 36.5% of the respondents have experience of above 5 years in teaching. It can be inferred from the result of the analysis that majority of the respondents have been teaching for more than 5 years.

Table 07: Distribution of the Respondents by Experience in Teaching

Variable Variable Options Frequency Percentage (%)
Experience in teaching Less than 3 years 52 28.7
3-5 years 63 34.8
Above 5 years 66 36.5

Table 08 shows the distribution of the respondents by their level of education. Based on the result of the analysis, 44.8% of the respondents have a bachelorā€™s degree, 39.2% of the respondents have a diploma, 0.6% of the respondents have a masterā€™s degree, 12.7% of the respondents have a Senior High School certificate, and 2.8% of the respondents have other qualifications. From the result, it can be inferred that the majority of the Private Basic Schoolteachers in the Kwadaso Municipality have a bachelorā€™s degree as their level of education.

Table 08: Distribution of the Respondents by Level of Education

Variable Variable Options Frequency Percentage (%)
Level of education Degree Ā  81 44.8
Ā  Diploma Ā  71 39.2
Ā  Masters Ā 0.1 Ā  0.6
Ā  SSCE Ā  23 12.7
Ā  Other Ā Ā Ā  5 Ā  2.8

A Likert scale with options ā€˜strongly agreeā€™, ā€˜agreeā€™, ā€˜not sureā€™, ā€˜disagreeā€™ and ā€˜strongly disagreeā€™ was used to determine the main challenges of Private Basic Schoolteachers regarding the implementation of the Standards-Based Curriculum. The result of the analysis shows that 76.3% of the respondents strongly agreed that inadequate resources and materials is a major challenge in the implementation of the Standards-Based Curriculum, 10.5% of the respondents agreed, 3.9% of the respondents were not sure, 8.3% disagreed and 1.2% of the respondents strongly disagreed. Also, the result of the analysis shows that 39.3% of the respondents strongly agreed that there is a lack of clarity on strands and sub-strands in the Curriculum. The analysis further revealed that 54.1% of the respondents strongly agreed that insufficient training and support is another major challenge, 24.3% of the respondents agreed, 9.4% of the respondents were not sure, 9.9% of the respondents disagreed, and 2.2% of the respondents strongly disagreed. Likewise, the result revealed that 61.4% of the respondents strongly agreed that lack of teacher motivation is another challenge and 23.8% of the respondents also agreed, while a few of the respondents disagreed. The respondents were also concerned about the limited of parental involvement in the implementation of the Standards-Based Curriculum as 54.7% strongly agreed, 23.2% of the respondents agreed, 8.8% of the respondents were not sure, 10.5% of the respondents disagreed and 2.8% of the respondents strongly disagree. It can be concluded from the result of this analysis that the five main challenges of Private Basic Schoolteachers regarding the implementation of Standard-Based Curriculum are: inadequate resources and materials, lack of teacher motivation, insufficient training support, limited parental involvement and potential for increased teacher workload.

Table 09: Main Challenges of Private Basic School Teachers Regarding the Implementation of the Standards-Based Curriculum

Main Challenges SAF (%) AF (%) NF (%) DF (%) SDF (%)
Inadequate resources and materials 138 (76.3) 19 (10.5) 7 (3.9) 15 (8.3) 2 (1.2)
Lack of clarity on strands and sub-strands in the curriculum 71 (39.3) 57 (31.5) 19 (10.5) 21 (11.6) 13 (7.2)
Insufficient training and support 98 (54.1) 44 (24.3) 17 (9.4) 18 (9.9) 4 (2.2)
Unrealistic expectations for student achievement 35 (19.9) 81 (44.8) _ 23 (12.7) 26 (14.4) 15 (8.4)
Lack of knowledge about the aims and philosophy guiding the standards-based curriculum 54 (29.9) 70 (38.7) 19 (10.5) 21 (11.6) 17 (9.4)
Difficulty in implementing the assessment strategies and creative pedagogies in the curriculum 59 (32.1) 66 (36.5) 28 (15.5) 18 (9.9) 10 (5.6)
Lack of teacher motivation 111 (61.4) 43 (23.8) 14 (7.7) 7 (3.9) 6 (3.4)
Limited parental involvement 99 (54.7) 42 (23.2) 16 (8.8) 19 (10.5) 5 (2.8)
Inability to teach the competencies/values in the curriculum 56 (30.9) 64 (35.4) 18 (9.9) 26 (14.3) 17 (9.3)
Potential for increased teacher workload 82 (45.3) 28 (15.5) 18 (9.9) 25 (13.8) 28 (15.5)

A Likert scale with options ā€˜strongly agreeā€™, ā€˜agreeā€™, ā€˜not sureā€™, ā€˜disagreeā€™ and ā€˜strongly disagreeā€™ was used. From the result, 37.2% of the respondents strongly agreed that the challenges reduce teachersā€™ ability to differentiate instruction, 39.8% of the respondents agreed, 9.9% were not sure, and 5.1% strongly disagreed. Also, about 68.7% of the respondents strongly agreed that the challenges make teachers unable to implement the curriculum with fidelity, 37.0% of the respondents agreed, 19.3% of the respondents were not sure, 9.4% of the respondents disagreed and 5.5% of the respondents strongly disagreed. Generally, it can be inferred from the analysis that the challenges identified have a major impact on the effective implementation of the Standards-Based Curriculum by making teachers unable to implement the Curriculum with fidelity, by killing learner motivation, killing teacher motivation and reducing teachersā€™ ability to differentiate instruction.

Table 10: Effect of the Challenges on Teachersā€™ Effective Implementation of The Standards-Based CurriculumĀ Ā Ā Ā 

Effect of the Challenges SAF (%) AF (%) NF (%) DF (%) SDF (%)
They reduce teachersā€™ ability to differentiate instruction 67 (37.2) 72 (39.8) 18 (9.9) 14 (7.7) 10 (5.1)
They make teachers unable to implement the curriculum with fidelity 52 (68.7) 67 (37.0) 35 (19.3) 17 (9.4) 10 (5.5)
Ā They reduce teacher confidence
Attainment of the intended objectives of the curriculum becomes a challenge 36 (19.9) 62 (34.3) 42 (23.2) 27 (14.9) 14 (7.7)
They compromise teachersā€™ classroom effectiveness and student learning 65 (35.9) 61 (33.7) 30 (16.6) 17 (9.4) 7 (3.9)
They kill the motivation of teachers 61 (33.7) 70 (38.7) 28 (15.5) 10 (5.5) 12 (6.7)
They kill learner motivation 68 (37.7) 54 (29.8) 30 (16.6) 17 (9.4) 12 (6.6)

The respondents rated their level of agreement or disagreement on 9 statements of what Private Basic Schoolteachers need towards effective implementation of the Standards-Based Curriculum. The result in table 11 shows that 87.8% of the respondents need adequate resources and materials, 73.5% of the respondents strongly agreed that they need greater parental involvement and support, 14.9% of the respondents agreed, 5.0% of the respondents were not sure. 5.5% of the respondents disagreed, while 1.1% of the respondents strongly disagreed. In summary, the result of the analysis shows that the top five needs of the Private Basic Schoolteachers in the Kwadaso Municipality towards an effective implementation of the Standards-Based Curriculum are adequate resources and materials, greater parental involvement and support, teamwork/collaboration, financial motivation of teachers and involvement of teachers in future curriculum planning.

Table 11: Needs of Private Basic Schoolteachers towards a More Effective Implementation of the Standards-Based Curriculum

Needs of Teachers SAF (%) AF (%) N F (%) D F (%) SDF (%)
Adequate resources and materials 159 (87.8) 25 (13.8) 12 (6.6) 9 (5.0) 1 (0.6)
Greater parental involvement and support 133 (73.5) 27 (14.9) 9 (5.0) 10 (5.5) 2 (1.1)
Small workload and small class size 89 (49.2) 52 (28.7) 17 (9.3) 17 (9.4) 6 (3.3)
Involvement of teachers in future curriculum planning 106 (58.6) 57 (31.5) 17 (9.4) 1 (.6) —
Differentiated supervision 47 (26.0) 84 (46.4) 38 (20.9) 10 (5.5) 2 (1.1)
Teamwork/Collaboration 111 (61.4) 44 (24.3) 24 (13.3) 4 (2.2) 1(.6)
Regular PLC Sessions 76 (42.0) 78 (43.1) 22 (12.2) 4 (2.2) 1 (.6)
Regular capacity-building programs 82 (45.3) 70 (38.7) 27 (14.9) 2 (1.1) —
Financial motivation of teachers 123 (68.0) 20 (11.0) 17 (9.4) 13 (7.2) 8 (4.4)

The study further sought to measure Private Basic Schoolteachersā€™ agreement or disagreement on what makes for effective implementation of the Standards-Based Curriculum. The result of the analysis shows that 92.8% of the respondents agreed that cooperative teaching makes for effective implementation of the Standards-Based Curriculum, 91.7% of the respondents agreed that cooperative learning is necessary for effective implementation of the Standards-Based Curriculum, 4.4% of the respondents did not agree, and 3.9% of the respondents were not sure. Furthermore, the result of the analysis shows that 84.0% of the respondents agreed that adjustment of school schedule to fit in the Standards-Based Curriculum is necessary for the effective implementation of the Standards-Based Curriculum, 9.9% of the respondents disagreed, while 6.1% of the respondents were not sure. Lastly, the result of the analysis shows that 87.8% of the respondents agreed that informing parents of the requirements before the resumption of school is necessary for the effective implementation of the standards-based curriculum, 7.2% of the respondents disagreed and 5.0% of the respondents were not sure. In summary, what makes for the effective implementation of the Standards-Based Curriculum by Private Basic Schoolteachers in the Kwadaso Municipality include cooperative teaching, cooperative learning, training of teachers, informing parents of the basic requirements before the resumption of school, sending of basic resources to students before the resumption of school and adjustment of the school schedule to fit in the Standards-Based Curriculum.

Table 12: Regression Analysis on the Effect of Teachersā€™ Challenges on Effective Implementation of the Standards-Based Curriculum

Ā Ā Ā Ā Ā Ā Ā Ā Ā  Items Yes Ā Ā F (%) No F (%) Not sure F (%)
Cooperative teaching 168 (92.8) 6 (3.3) 7 (3.9)
Cooperative learning 166 (91.7) 8 (4.4) 7 (3.9)
Training of teachers 164 (90.6) 10 (5.5) 7 (3.9)
Adjustment of school schedule to fit in the standards-based curriculum 152 (84.0) 18 (9.9) 11 (6.1)
Sending of basic resources to students before resumption of school 141 (77.9) 25 (13.8) 15 (8.3)
Informing parents of the requirements before resumption of school 159 (87.8) 13 (7.2) 9 (5.0)

The analysis is significant at a 0.05 level of significance. The regression analysis shows that at a p-value of 0.039, the analysis is significant. Therefore, the null hypothesis (H0) is rejected, and the alternative hypothesis(H1) is supported to the effect that teachersā€™ challenges have a significant impact on the effective implementation of the Standards-Based Curriculum.

Table 13: Regression Analysis of the Effect of Teachersā€™ Challenges on Effective Implementation of the Standards-Based CurriculumĀ Ā Ā 

Coefficients
Model Unstandardized Coefficients Standardized Coefficients T Sig.
B Std. Error Beta
1 (Constant) 18.436 .802 22.990 .000
Teachers Concerns -.043 .020 -.154 -2.081 .039
a. Dependent Variable: implementation effectiveness

A Likert scale of 10 items with options ā€˜strongly agreeā€™, ā€˜agreeā€™, ā€˜not sureā€™, ā€˜disagreeā€™ and ā€˜strongly disagreeā€™ was used to determine the main challenges of Private Basic Schoolteachers regarding the implementation of the Standards-Based Curriculum. The result of the analysis indicates that the five main challenges of Private Basic Schoolteachers in the Kwadaso Municipality regarding the implementation of the Standards-Based Curriculum are: inadequate resources and materials, lack of teacher motivation, insufficient training and support, limited parental involvement and potential for increased teacher workload. These findings are consistent with [22], who reported that among the main challenges facing teachers as regards curriculum implementation were inadequate training and lack of resources. Furthermore, the findings are in line with [23] who found that the major challenges of teachers implementing curriculum change were lack of resources, inadequate training and a heavy workload. The findings therefore indicate that teachers implementing the standards-based curriculum are experiencing challenges with the process. The result, however, contradict [24] who reported that teachers were adequately trained on the Standards-Based Curriculum before its implementation. The present study has revealed that teachers were not adequately trained before the commencement of the implementation process. The result of the analysis indicate that the challenges identified have a major impact on the effective implementation of the Standards-Based Curriculum by making teachers unable to implement the curriculum with fidelity, by killing learner motivation, killing teacher motivation and reducing teachersā€™ ability to differentiate instruction. An author [25] investigated the readiness of teachers to efficiently use teaching strategies employed in Ghanaā€™s Standards-Based Curriculum to achieve the ultimate outcome of learnersā€™ lifelong learning and found that a lack of teaching and learning resources and materials, coupled with inadequate training, was hindering the effective implementation of the curriculum. The study is related to the present study in the sense that failure to identify and address teachersā€™ challenges can negatively affect fidelity in curriculum implementation. Similarly, [26] reported that lack of resources or poor quality of resources and inadequate training had been identified as undermining teachersā€™ efforts towards the successful implementation of educational innovations. These findings are in agreement with the present study in the sense that it has revealed the challenges of Private Basic Schoolteachers negatively impact on their ability to effectively implement the Standards-Based Curriculum, if left unaddressed. Finally, the findings are in agreement with [27], who examined the influence of parental involvement in curriculum implementation in Basic Schools in the Ramaroshan Rural Municipality, Achham, province no 7, Nepal. The result of the study indicated that parentsā€™ limited involvement in curriculum implementation affected the teaching and learning process. This means that parentsā€™ failure to play their role in the curriculum implementation process can have dire consequences for effective teaching and learning. The result of the analysis shows that the top five needs of the Private Basic Schoolteachers in the Kwadaso Municipality towards a more effective implementation of the Standards-Based Curriculum are adequate resources and materials, greater parental involvement and support, teamwork/collaboration, financial motivation of teachers and involvement of teachers in future curriculum planning. The findings agree with [28], who recommended that teachers should be involved in future curriculum planning and be also supplied with books and other resources to help support their effective implementation of the curriculum. This recommendation seems to find support in [29], who observed that when teachers feel confident and have a sense of mastery, they feel motivated to implement change. Thus, involving Private Basic Schoolteachers in curriculum planning and making available to them the requisite teaching and learning resources will boost their confidence and consequently motivate them towards the effective implementation of the Curriculum. The findings of the present study are also in line with [30], who recommended that teachers should be motivated to help with the attainment of the goals of the standards-based curriculum. This implies that giving teachers financial incentives and pay rise can be a huge motivator towards the effective implementation of the Standards-Based Curriculum.

  1. CONCLUSION

In conclusion, education is the backbone of a nation. Without education, a country cannot move forward and live to the fullness of its potential. It is important, therefore, for a fast-growing economy like Ghana to re-visit her roots in education to ensure that the students who will be the leaders of tomorrow are being fed with quality and relevant information and also being equipped with values required for global citizenship, as well as 21st Century skills and competencies. In this way they will be able to make the nation proud. However, this can only be done through the effective implementation of the Standards-Based Curriculum. This study established that Private Basic Schoolteachers have challenges relative to the implementation of the standards-based curriculum and that the challenges have a significant negative impact on their ability to effectively implement the curriculum. The study, therefore, concluded that, for the teachers to be able to implement the curriculum effectively, they should, among other things, be provided with adequate resources and materials; they should be financially motivated and be involved in future curriculum planning.

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Publication History

Submitted: May 15, 2025
Accepted:Ā  Ā July 10, 2025
Published:Ā  July 31, 2025

Identification

D-0479

DOI

https://doi.org/10.71017/djsi.4.07.d-0479

Citation

Emmanuel Kwabena Arthur Frimpong (2025). Implementation of the Standards-Based Curriculum in Ghana: Challenges of Private Basic School Teachers in the Kwadaso Municipality. Dinkum Journal of Social Innovations, 4(07):418-429.

Copyright

Ā© 2025 The Author(s).