Teachers' Role in the Design and Implementation of the Basic Science and Technology Curriculum in Junior Secondary Education

Abstract

This study investigates teachers' role in the design and implementation of the basic science and technology curriculum in junior secondary schools within the Mikang Local Government Area. Using a survey design, 50 teachers were selected through random sampling. Data were collected via structured questionnaires. Mean scores were used to address the research questions while Chisquare test of independence was used to test hypotheses at a 0.05 level of significance. Findings revealed that teachers felt excluded from the curriculum development process, despite playing 
critical roles in its implementation. Challenges included insufficient training, limited access to resources, overcrowded classrooms, curriculum complexity, and poor communication. These issues align with challenges identified in recent studies from Nigeria and other developing 
countries. The study recommends involving teachers early in the curriculum design process and offering ongoing professional development, such as workshops and seminars, to improve implementation