Teachers’ Self-Efficacy Beliefs and Ghanaian Language Curriculum Implementation in Senior High Schools in North and South Danyi Districts, Volta Region

Abstract

͘Issues of teacher self-efficacy in implementing a curriculum have been a major concern in the field of education. The reason behind this is that the role of the teacher in implementing any curriculum cannot be overemphasized. It is, therefore, necessary to explore the self-efficacy belief of teachers in implementing a curriculum. This study aimed at exploring the perceived efficacy beliefs of teachers in implementing the Ghanaian language and Culture curriculum in the North and South Danyi District of the Volta region. To achieve this, the descriptive survey research design was adopted for the study. Data was collected through a questionnaire and analyzed with descriptive and inferential statistics. The study revealed that Ewe teachers exhibited a high sense of efficacy in implementing the Ghanaian language and Culture curriculum. It was further established in this study that the self-efficacy believes of the Ewe teachers predicted their fidelity in implementing the Ghanaian language and Culture curriculum. Nonetheless, there appear to be no significant differences between the self-efficacy believes of teachers based on gender. It has therefore been recommended in this study that the Ministry of Education through GES should continue to organize in-service training for Ewe teachers in the areas of Student Engagement, Instructional Strategies, and Classroom Management to enhance fidelity in curriculum implementation in schools. The study further recommended that the teacher should continue to share their own success stories and stakeholders of education should also appreciate, commend, and encourage on their work.