Abstract:
This study used the mixed method approach to examine the fidelity implementation of the SHS French curriculum among public SHSs in the Takoradi Metropolis. The study sought also to find out the relationship between certain teacher-factors and how those factors affected fidelity implementation of teachers. In so doing, 21 teachers and 129 students were surveyed and three teachers were also observed to ascertain the approach and the degree to which they implemented the curriculum with fidelity.
The findings revealed a discrepancy between intentions of curriculum designers and teachers’ implementation in that teachers were only able to implement the curriculum with moderate fidelity though they had the required qualification. Teachers also had negative beliefs and perceptions about the French programme since they complained about not being consulted in national curriculum programmes. Again, teachers’ acquaintance with the contents of the syllabus was a significant predictor of teachers’ fidelity implementation and thus a sine-qua-non for better students’ outcomes. Teachers’ participation in professional development programmes was however inversely related to fidelity implementation. Finally, the study showed no statistical difference between gender and fidelity implementation of teachers. Based on these findings, some recommendations were made to school heads, teachers and policy-makers. One of them was that teachers should ‘study’ the syllabuses they teach so as to
