Teachers’ adaptation and implementation of the common core mathematics curriculum for junior high schools in Ghana: insight from private school teachers

The purpose of the study is to examine how private school mathematics teachers adapt and implement Ghana’s Common Core Programme (CCP) mathematics curriculum. The study adopted a phenomenological inquiry approach. Four teachers consented to participate in the study, and data was collected through interviews and lesson observations. Data analysis was carried out using inductive content analysis. The study revealed that teachers’ patterns of adaptation were related to three areas: content, instructional expectations, and assessment. In relation to content adaptation, teachers make adaptations such as modifying content and curriculum activities based on learners’ assimilation level. In terms of instructional expectations (for example, teaching and learning resources), it was established that teachers improvise using videos and cut-out shapes to facilitate teaching and learning. The study also found that teachers’ assessment adaptation is based on the purpose for which they are assessing. It was also established that the lack of adequate resources, such as essential instructional materials and insufficient professional development opportunities, hinder participating teachers’ operations as they adapt the CCP curriculum. The study highlights the critical need for provision of resources by the Ghana education sector authorities and collaborative professional development to enhance successful implementation of the CCP curriculum.