Profiling teachers' beliefs about learner‐centred teaching in the implementation of Ghana's new K‐9 curriculum

Abstract

Abstract Recently, the Government of Ghana introduced the new K‐9 curriculum, known as the Standards‐Based Curriculum, in basic schools, with learner‐centred teaching and learning as its central focus. However, much of the existing research has focused on teachers' self‐efficacy and concerns about curriculum implementation, with relatively limited attention to teachers' beliefs. This study examined teachers' beliefs regarding the use of learner‐centred teaching within the context of the new K‐9 curriculum using the latent profile analysis framework. Data were collected through an online survey in which a standardised questionnaire was administered to 282 basic school teachers from participating schools. The findings identified two distinct belief profiles: one characterised by strong learner‐centred orientation and another characterised by conditional learner‐centred beliefs with concurrent endorsement of teacher‐centred views. Further analysis using logistic regression revealed that years of teaching experience and participation in professional development significantly predict teachers' belief profiles.