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Headteachers’ Preparedness in the Implementation of Career Technology Curriculum in Achiase District, Ghana

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DOI: 10.18535/sshj.v9i07.1939· Pages: 8540-8555· Vol. 9, No. 07, (2025)· Published: July 22, 2025
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Abstract

The study explore the vital role of headteachers in  implementing the career technology curriculum(CTC) within the common core programme across  basic schools in Achiase District of Ghana. Framed by Bandura'.s Social learning theory (1977), Argyris and Schon's Organisational learning theory (1997) and Bass's transformational leadership theory (2006), the research investigates how leadership practices, organisational learning processes and social modelling  influence or hinder effective curriculum delivery .Using a qualitative approach and multiple case study design, data were collected through semi-structured interviews and reflective dialogue with ten(10) public basic school headteachers and analysed thematically. The findings highlight ongoing structural and systematic challenges including insufficient materials and equipment which greatly limit the practical delivery of CTC.  Despite these barriers  many headteachers exhibit transformational leadership  by fostering collaborative school environment, community involvement in CTC.  The study emphasises socioeconomic and school cultural environment. It concludes by recommending increased resource provision, contextual professional development and stronger community school linkages and building school culture of implementation of curriculum reform as essential strategy  for enhancing the effectiveness of career technology in basic schools in Ghana.

 

 

Keywords

Farmer-herder conflictsSustainable foodBenue StateAgricultural developmentConflict resolutionLivestock managementFood securityPolitical ecology

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Author details
Prof Samuel Asare Amoah
SDA College of Education, Asokore, Koforidua
✉ Corresponding Author
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Gifty Seiwaa Nyarko
Ghana Education Service, Achiase District
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Raymond Mensah
School of Education and Lifelong Learning, Department of Educational Foundation, University of Education, Winneba
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