Creative Teaching as a Component of the New Standard-Based Curriculum in Ghana: Curriculum Rushed or Curriculum Planned?

Inuusah Mahama

doi:10.30935/mjosbr/11569

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Inuusah Mahama ¹ ^*

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¹ Department of Counselling Psychology, University of Education, Winneba, GHANA^* Corresponding Author

Abstract

The study was about the creative nurturing behaviors of in-service teachers in Ghana. Using the descriptive cross-sectional survey design, a sample of 768 (out of 1,321) in-service teachers were surveyed using online Google forms. The data for the study were collected with an adapted version of the Sharma and Sharma (2018) creativity nurturing behavior scale (15-items; α=.79). The data were descriptively and inferentially analyzed. Overall, the study found that majority of respondents exhibited low levels of creativity nurturing behaviors. Specifically, most of the respondents had moderate levels of creative curiosity and creative motivation, but some respondents had low levels of creative abstractions and critical thinking. Again, the study revealed that male and female respondents did not differ in their creative nurturing behaviors. Finally, differences were not established in creativity nurturing behaviors of in-service teachers based on the experience. In-service teachers were found to have insufficient knowledge on creative teaching. Therefore, it was recommended that in-service teachers need to be re-trained in the core competent areas of the new standard-based curriculum.

Keywords

curriculum
creativity
teachers
teaching

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

MEDITERR J SOC BEH RES, Volume 6, Issue 1, February 2022, 27-33

https://doi.org/10.30935/mjosbr/11569

Publication date: 17 Jan 2022

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How to cite this article

APA

Mahama, I. (2022). Creative Teaching as a Component of the New Standard-Based Curriculum in Ghana: Curriculum Rushed or Curriculum Planned?. Mediterranean Journal of Social & Behavioral Research, 6(1), 27-33. https://doi.org/10.30935/mjosbr/11569

Vancouver

Mahama I. Creative Teaching as a Component of the New Standard-Based Curriculum in Ghana: Curriculum Rushed or Curriculum Planned?. MEDITERR J SOC BEH RES. 2022;6(1):27-33. https://doi.org/10.30935/mjosbr/11569

AMA

Mahama I. Creative Teaching as a Component of the New Standard-Based Curriculum in Ghana: Curriculum Rushed or Curriculum Planned?. MEDITERR J SOC BEH RES. 2022;6(1), 27-33. https://doi.org/10.30935/mjosbr/11569

Chicago

Mahama, Inuusah. "Creative Teaching as a Component of the New Standard-Based Curriculum in Ghana: Curriculum Rushed or Curriculum Planned?". Mediterranean Journal of Social & Behavioral Research 2022 6 no. 1 (2022): 27-33. https://doi.org/10.30935/mjosbr/11569

Harvard

Mahama, I. (2022). Creative Teaching as a Component of the New Standard-Based Curriculum in Ghana: Curriculum Rushed or Curriculum Planned?. Mediterranean Journal of Social & Behavioral Research, 6(1), pp. 27-33. https://doi.org/10.30935/mjosbr/11569

MLA

Mahama, Inuusah "Creative Teaching as a Component of the New Standard-Based Curriculum in Ghana: Curriculum Rushed or Curriculum Planned?". Mediterranean Journal of Social & Behavioral Research, vol. 6, no. 1, 2022, pp. 27-33. https://doi.org/10.30935/mjosbr/11569