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ERIC Number: EJ1137857
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1309-517X
Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana
Sarfo, Frederick Kwaku; Amankwah, Francis; Baafi-Frimpong, Stephen; Asomani, Joseph
Contemporary Educational Technology, v8 n2 p103-118 2017
Research findings in the literature show that teachers' concern about change process is extremely personal and it influences the implementation of innovation. This study aimed at assessing information and communication technology teachers' stages of concern regarding the implementation of information and communication technology (ICT) curriculum in basic schools. It also examined the effects of teachers' personal factors or variables such as gender and teaching experience on their stages of concern towards the implementation of ICT curriculum. Modified Stages of Concerns Questionnaires (SoCQ) (Hall, George & Rutherford 1979) based on Concern Based Adoption Model (CBAM) were used to collect data from 346 respondents. Data collected were analyzed using both descriptive and inferential statistics. The result of the study showed that teachers generally had their first and second high concerns at informational and consequence stages respectively and with low concern at awareness stage. Furthermore, statistically significant difference was found between gender and informational, management, consequence, collaboration and refocusing concerns. However, according to the results, teachers' stages of concerns were not related to their teaching experience.
Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Identifiers - Assessments and Surveys: Stages of Concern Questionnaire
Grant or Contract Numbers: N/A