Teachers’ attitudes as a major determinant of curriculum implementation in cameroon primary schools, mfoundi division

Abstract

This research tilted ”Teachers’ attitudes as a major determinant of Curriculum implementation in Cameroon Primary Schools,Mfoundi Division” seeks to examine the relationship between primary school teachers’ attitudes and effective implementation of the new curriculum put in place by the Ministry of Basic Education.The problem is based on the fact that since the Government reformed the old primary school syllabuses that was in use since 2000 with a new curriculum in 2018,many teachers became reluctant to implement the curriculum as prescribed.They developed negative attitudes towards its implementation in their classrooms. The main research question states “Is there statistically significant relationship that exists between teachers’ attitudes and effective implemention of the curriculum? The main researchhypothesis states that there is no statistically significant relationship between teachers’ attitudes and effective implemention of the curriculum. Theory of Planned Behaviour by Ajzen, Developmental Theory by Jean Piaget and Management Model by Kurt Lewis were used in the study. The research design used was survey design. The population of the study was 4548 teachers and headteachers. Convinience sampling technique was used to select the sample of 97 teachers. A questionnaire was used to collect data from teachers and an interview guide was used to collect data from headteachers. The face and constent validities were conducted. Data collected through questionnaire was tested with Pearson Moment Product Correlation using SPSS version 23. Thematic analysis was done for data collected through the use of interview guides. The findngs were as follows: The relationship between teachers’attitudes and effective implementation of new subjects in the curriculum, shows a statistically significant moderate positive correlation with pearson r = 0.404, p=0.000 (as P <0.05 our chosen alpha), at the 0.01 level (2-tailed). This implies that teachers with negative attitudes do not effectively implement the new sujects in the curriculum. The correlation between Teachers’ attitudes and pedagogic approaches used in implementation of the curriculum, shows a statistically significant moderate positive correlation with pearson r=0.401, p=0.000 at the 0.01 level (2 tailed). This means that teacher’attitudes significantly influence the use of the new pedagogic approaches prescribed in the curriculum. The association between teachers’ attitudes and new assessment practices use in the implementation of the curriculum, shows a statistically significant moderate correlation with pearson r= 0.488, p=0.000 at the 0.01 level (2-tailed). This means that teachers attitudes determine the level of implementation of the new assessment practices in the curriculum. The finding also revealed that the teachers academic background has no influence on curriculum implementation. The findings revealed that teachers’ attitudes determine the effective implementation of the curriculum. Hence, we recommend that the Ministry of Basic Education should ensure that teachers develop positive attitudes prior and during the implementation of a new curriculum. Also, she should always prepare the teachers physically and pychologically through frequent pedagogic training sessions for effective implementation.