ASSESSMENT OF TEACHERS INVOLVEMENT IN CURRICULUM DEVELOPMENT IN PRIMARY SCHOOL IN SOKOTO SOUTH, SOKOTO STATE

Abstract

This research work is aimed at assessing teachers’ involvement in primary school curriculum development in Sokoto South, Sokoto State. The objective of this work is to find out level teachers of involvement in Primary school curriculum development in Sokoto State. Descriptive survey research design was adopted. A sample size of 100 was drawn from the population of 1574. Questionnaires were the main instrument for data collection and were designed in a 5- point Likert scale format supported with personal interview. The data collected were analysed with descriptive statistics, while the corresponding hypotheses were tested with Pearson Product Movement Correlation Coefficient at 0.05 alpha level. The result shows that there is an insignificant involvement of teachers in curriculum development in primary schools. Teachers' involvement in curriculum development was found to be extremely minimal, as they were primarily involved in the implementation process and curriculum capacity building programs. However, due to time, resource, and money limits, capacity-building programs have been deemed ineffective, as they do not accommodate an adequate number of participants. According to the findings, it is clearly involved in the curriculum review and modification process, rather than the implementation stage. Furthermore, curriculum capacity building programs are ineffective, because they do not include an adequate number of participants, in relation to the available teacher population. As a result, the study suggests that the government and curriculum developers reassess educational guidelines regulations on stakeholders involvement, particularly among teachers, in the curriculum development process.