Abstract:
The study sought to assess concerns of teachers regarding the implementation of ICT curriculum in basic schools
in Kumasi metropolis. It also examined the relationship between gender and teachers’ stages of concerns. A
multi-stage sampling procedure was adopted in selecting the sample for the study. The Stages of Concern
Questionnaire was modified and used to gather data from 181 male and 165 female ICT teachers. Both
descriptive and inferential statistics were used in analysing the data. Results showed that teachers generally had
high consequence and informational concerns and low concern at awareness stage. This indicates that teachers
were more bothered on the impact of the ICT curriculum on their students and also lacked requisite knowledge
and skills in implementing the curriculum. Moreover, the independent sample t-test conducted revealed
statistically significant relationship between gender and informational, management, consequence, collaboration
and refocusing concerns. It was recommended among others that GES should embark on rigorous educational
programmes in order to upgrade teachers’ knowledge and skills on the ICT curriculum.
