Teacher qualifications, experience and perceptions as predictors of implementation of the SHS French curriculum in Ghana

Abstract

Curriculum implementation has been bedeviled with myriad of challenges in recent times. The focus and purpose of this study was therefore to ascertain the extent to which three teacher-related factors predict the French curriculum in the SHS. Twenty one (21) French teachers, representing 45% of entire French teacher population in the Western region of Ghana were purposively selected and surveyed. The findings revealed that the majority of teachers were experienced with at least first degrees even though the study found that teachers had negative beliefs and perceptions about the French programme due to their perceived non-involvement in national curriculum programmes. Teachers’ qualification was found to be the best predictor of implementation (B= 0.857, p = 0.044). It was concluded that teacher variables affect curriculum implementation and so governments should imbibe the concerns of teachers in the design of curriculum so as to ensure successful implementation of national curricula.