Exploring Tutors’ Satisfaction And Engagement In Curriculum Reforms In Colleges Of Education In Ghana
Volume 4 - Issue 3, March 2020 Edition
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challenge, curriculum reforms, engagement, implementation, incentives, satisfaction
This study focused on tutors’ satisfaction and engagement in curriculum reforms in colleges of education in Ghana. The sample size was 127 tutors who responded to a questionnaire. The analyses made use of descriptive statistics and descriptions. The study found that the level of tutors’ satisfaction with curriculum reforms is good. All the questionnaire items had a mean response of 1.7 and above which shows that these items significantly constitute satisfaction and engagement in curriculum reforms. The results further showed that support structures or systems and resources are needed to strengthen the curriculum reforms. This include training programmes and upgrading of courses. Again, it came to light that adequate human resource is needed to augment the existing ones. Furthermore, facilities for the smooth running of the reforms must also be in place. The importance of tutors’ taking part in curriculum reforms was found to be necessary, which include contributing to knowledge sharing in the design of the curriculum. Busy timetable schedules emerged as one of the major challenges to tutors’ in the reforms. However, opportunities have been provided for academic staff and other supporting staff to go for professional development. The study recommends that resources needed in curriculum reforms in colleges like any other educational institution must be provided at all times. Workload and schedules of tutors’ must be taken into consideration to relieve them of this challenge. Again, professional development must attract incentive package for tutors’ to be thoroughly engaged in curriculum reforms and implementation process.
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