Demographic and Cognitive Factors in Teachers’ Perception of Curriculum Innovations in Enugu State, Nigeria

Abstract

Globally, education systems continue to explore ways of designing effective curriculum innovation changes across subject areas. This has been the case in Nigeria where the curriculum change process has historically excluded teacher input in the thinking and designing of the curriculum. This paper explores teachers’ perceptions of these efforts and the demographic and cognitive factors that shape their perceptions. A structured interview schedule was administered to 205 teachers purposively selected from six educational zones in Enugu State. The results revealed that teachers’ perceptions of curriculum innovation were affected by abysmal performance of past curriculum policies designed and implemented in Nigeria.

DOI: 10.5901/mjss.2016.v7n2p331