Basic school teachers’ attitude and confidence level in teaching the computing common-core programme curriculum in Ghana

Abstract

This study investigates the attitudes and confidence levels of Basic 7-9 teachers in Ghana regarding the implementation of the Computing Common Core Programme (CCP) curriculum. Utilizing Rogers' Diffusion of Innovations Theory as a framework, the research explores factors influencing teacher confidence, including access to ICT resources and professional development opportunities. A descriptive survey design was employed, involving 287 teachers from public schools across Ghana. The findings reveal a high level of teacher confidence in teaching the CCP curriculum, despite limited access to ICT tools and resources. A positive, albeit insignificant, correlation was found between ICT resource availability and teacher confidence. However, professional development avenues significantly impact teacher confidence, aligning with Rogers' theory on the role of communication channels and social systems in the diffusion of innovation. The study recommends prioritizing the provision of ICT tools in schools and expanding professional development opportunities for teachers to ensure the successful implementation of the CCP curriculum.