Teachers Perception towards the Basic (1-6) Standards-Based Curriculum in Ghana: A Study at North Gonja District

This study explored teachers’ perceptions of the Basic (1–6) Standards-Based Curriculum (SBC) in the North Gonja District of Ghana. Using focus group interviews, classroom observations, and thematic analysis, the research found that while teachers generally viewed the SBC as a progressive step toward learner-centred and competency-based education, their enthusiasm was undermined by several challenges. Key issues included inadequate training, limited teaching and learning resources, overcrowded classrooms, and weak implementation support. Although some teachers appreciated the curriculum’s focus on problem-solving and creativity, most associated it mainly with changes in textbooks rather than deeper pedagogical shifts. Statistical analysis confirmed that professional development, resource availability, and implementation readiness significantly influenced positive perceptions, while large class sizes had a negative effect. The findings highlight that curriculum reforms in Ghana remain highly centralized with little teacher involvement, and their success depends on sustained investment in teacher capacity, resources, and supportive school environments. The study concludes that greater teacher participation, ongoing professional development, and improved infrastructure are essential for effective curriculum delivery in resource-constrained rural settings.