Techers Perceived Problems Of New Curriculum Implementation In Secondary Schools In Fagge Local Government Areas, Kano State, Nigeria

Abstract

The study investigated teachers’ perceived problems of new curriculum implementation in secondary schools in Fagge Local Government Area of Kano State Nigeria. To achieve the objectives of the study, three research questions guided the researchers. Descriptive survey research design was adopted for the study. The population of the study consist 116 secondary schools in the study area and 3,452 teachers in the study area. Purposeful random sampling techniques were used to sample the schools and the teachers for the study. Ten (10) secondary school and one hundred and forty (140) teachers were selected for the study. The instrument for data collection was constructed questionnaire. The instrument was validated by experts in curriculum studies, the instrument yielded reliability coefficient of 0.80 using Cronbach Alpha coefficient. The data collected were collated and analyzed according to how they related to the research questions. Research questions were answered using mean score and standard deviation. The findings revealed the problems, causes and possible solutions of the new curriculum implementation in secondary schools which include; inadequate funding of the educational system, poor learning conditions, and lack of adequate time to cover the curriculum. The causes of the problems of new curriculum implementation also are poor remuneration of teachers, insufficient motivation for teachers and inadequate monitory strategy. The possible solutions to the problems are proper monitoring of curriculum implementation, enhanced teachers’ remuneration, and teachers’ promotion should be based on students rating, regular retraining programmes for practicing teachers. Based on the results obtained from the study, it was recommended that, the importance of teacher involvement in decision-making and curriculum planning cannot be over emphasized. Therefore, government should involve teachers in curriculum planning and development to give them sense of recognition.