Abstract:
The purpose of the study was to investigate how ‘faithfully’ teachers were implementing the 2007 Education Reform in Ghana. From the Central and Western Regions in Ghana, 129 basic school teachers were surveyed. Only descriptive statistics were used to analyse the data. The study found that basic school teachers were practically constrained to implement the curriculum as planned. Therefore, degree of fidelity of implementation of the 2007 Education Reform was not impressive. Accordingly, it is recommended for the adoption of an eclectic stance as a combination of the approaches to implementation will elicit a more viable result.
