Gender Perspectives on Curriculum Reforms for National Development in Ghana’s Senior High Schools

Abstract

This study examines the gender-based perspectives of Senior High School Social Studies teachers in the Kumasi Metropolitan Assembly, Ghana, regarding suggested revisions to the current curriculum for achieving national development. Using an explanatory sequential mixed-methods design, the research involved 245 teachers selected through stratified random sampling, combining quantitative surveys and qualitative interviews. Findings revealed that although both male and female teachers largely supported curriculum reforms, there were no statistically significant differences in their views based on gender. Teachers highlighted concerns over outdated content, curriculum overload, and a disconnect between curricular aims and national developmental needs. The study emphasizes the importance of incorporating teacher insights regardless of gender into curriculum reform processes. It calls for inclusive, flexible, and contextually relevant curriculum reviews that align with Ghana’s developmental aspirations and global educational trends.