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Abstract
Over the past two decades, Ghana has been revising its curricula to address the country’s existing needs, aspirations, and challenges. However, there is limited understanding of the factors that may contribute to the successful implementation of these curricula. This study aimed to assess the determinants of implementing the Common Core Curriculum (CCP) in junior high schools in Ghana. A quantitative research approach employing a descriptive research design was utilized, and data were collected using a questionnaire from 436 respondents made up of teachers and head teachers. Confirmatory factor analysis was used to validate the questionnaire. Multiple regression and analysis of variance were employed to analyze the data. The major findings reveal that school-based, learners-based, and teachers-based factors are predictors of effective implementation of the CCP in public junior high schools in Ghana. It was recommended that adequate instructional materials, monitoring, and supervision be provided to facilitate the effective implementation of the CCP in junior high schools. These results have implications for both policy and practice concerning teacher recruitment and curriculum implementation in educational institutions.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
International Journal of Changes in Education, Volume 2, Issue 4, 2025, 290-299
https://doi.org/10.47852/bonviewIJCE52023992
Publication date: 24 Nov 2025
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