Social Studies Teachers' Awareness of Curriculum Philosophy: Evidence from Senior High Schools in Ghana's Central Region
DOI:
https://doi.org/10.47941/ijp.3884Keywords:
Curriculum Philosophy, Social Studies Education, Teacher Awareness, Pedagogical Practice, Civic EducationAbstract
Purpose: This study investigated the awareness of Social Studies teachers of the philosophical bases of the new Social Studies curriculum in the Senior High School (SHS) in the Central Region of Ghana.
Methodology: A descriptive survey design was used with a mixed qualitative and quantitative approach, with questionnaires administered to 32 teachers of Social Studies, and observation conducted in the classrooms.
Findings: Results showed that teachers had moderate to high awareness of key philosophical values that underpin the curriculum, such as civic responsibility, democratic participation and national unity. But awareness of the constructivist epistemology of the curriculum and emphasis on inquiry-based, learner-centred teaching were weaker. This gap was confirmed at the classroom level: Most teachers were able to explain what they believed to be the ideals of the civic curriculum but did not successfully turn these into pedagogies that were coherent and consistent with their philosophies. Furthermore, it was revealed that poor professional development, inadequate orientation on curriculum philosophy in the pre-service period, and a school culture that is examination-oriented made it difficult for teachers to have a philosophical awareness and to implement it in practice.
Unique Contribution to Theory, Policy and Practice: The results have significant implications for teacher preparation, curriculum communication, and in-service professional development in the context of Ghana and similar situations in sub-Saharan Africa.
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Copyright (c) 2026 Philomena Bonney, Samuel Nyamekye Otchere, PhD
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