Practitioners’ involvement and challenges, they encountered in curriculum development: The case of secondary schools in Amhara Sayint Woreda, Amhara Region, Ethiopia

Pages: 66-74
Solomon Melesse and Mulu Melesse (Department College of Education and Behavioral Sciences, Teacher Education and Curriculum Studies, Bahir Dar University, Ethiopia)

The purpose of this study was to assess practitioners’ perceived involvement and challenges they encountered in the process of curriculum development in Secondary schools of Amhara Sayintworeda. Mixed research design was employed to provide answer to the basic questions of this research. The sample consisted of 125 secondary school teachers, 3 school principals, 4 vice principals, and 1 supervisor. Proportional random sampling technique was used to select the sample teachers and comprehensive sampling technique was used to select the sample school principals, vice principals, and the supervisor. The data was collected through questionnaire and semi-structured interview. The collected data was analyzed using percentage, one sample t-test and thematic description. The findings indicated low practitioners’ perceived involvement in all the curriculum development phases other than curriculum implementation. Absence of financial and material incentives and practitioners’ lack of motivation were considered as the major inhibiting factors for practitioners’ involvement in the different phases of the curriculum development process. On the basis of the major findings, relevant recommendations are suggested in the paper.

Keywords: curriculum development process, participation, challenges, phases of curriculum development

DOI: https://doi.org/10.15614/IJHW.v11i01.15