NATIONAL DEVELOPMENT THROUGH EDUCATION: SPECIALIST OPINIONS ON SHS SOCIAL STUDIES REFORM IN GHANA

Abstract

This study explores how Ghanaian Senior High School (SHS) Social Studies teachers’ perspectives on curriculum revision are influenced by their teaching experience and subject specialisation. Using a mixed-methods explanatory sequential design, the research drew on data from 245 teachers in the Kumasi Metropolitan Assembly, combining quantitative surveys with qualitative interviews. Statistical analysis revealed a significant correlation between specialisation, experience, and support for curriculum revision. Specifically, 84.4% of specialised and 73.7% of experienced teachers advocated for updates, while 75.6% of non-specialised and 86.1% of inexperienced teachers opposed changes. Thematic analysis of interviews supported these findings, highlighting dissatisfaction with outdated topics, content overload, and the lack of alignment with 21st-century skills and national development goals. Teachers recommended updating topics such as Marriage as an Institution, Ghana and the International Community, and Science and Technology to reflect current societal issues and promote problem-solving, civic responsibility, and economic empowerment. The study underscores the necessity of participatory curriculum reform involving frontline educators and affirms the relevance of Curriculum Change and Teacher Beliefs Theories in understanding educational transformation