Perception Of Senior High School Teachers On Educational Reforms In Ghana: A Case Study Of Winneba Senior High School

ABSTRACT

The nature of reform varies across countries due to unique combinations of historical, cultural, institutional and political factors. When education is reformed, some changes occur and these affect curriculum, teacher development, school plant and structures among many others. The study was to determine the causes of educational reforms, what should be done to make the reforms successful and how the reforms should be implemented.

The research design used for the study was a case study. In all, forty-five (45) teachers, made up of thirty-three (33) males and twenty-two (22) females were involved in the study. The respondents were purposively and randomly selected for the study. The purposive sampling method was used to select the Assistant Headmaster, Housemasters/Housemistresses and Heads of Department, as well as teachers who had stayed in the school for at least a year.

It was concluded that reforms in education are necessary when some problems or challenges are noted to be retarding the development of education in Ghana and that there is the need for the implementers of such educational reforms to be made aware, educated and involved in the planning and decision making processes of such reforms.

It is recommended that frequent and sustainable in-service training should be organised for teachers. Teachers should be assisted financially to develop Teaching and Learning Materials to support teaching and learning and there should be extensive education on reforms and its expected outcomes to the stakeholders of education and the citizenry.