The study examined Pre-service teachers’ belief in their ability to implement the kindergarten Curriculum in Ghana. The descriptive survey design was employed. All 150 pre-service early childhood students in a last session of a post diploma sandwich programme at the University of Education, Winneba were involved in the study. A questionnaire with 55 items on a Likert-type scale was used to gather data. However, 136 questionnaires were retrieved. Means, standard deviation and ANOVA were used in analyzing data. The study revealed that pre-service early childhood teachers have a high level of self-efficacy to enable them implement the kindergarten curriculum in Ghana. However, the level of self-efficacy of males and females differed on classroom management, parental involvement and assessment procedures. It was recommended that teacher preparation programmes should cater for components that will develop pre-service teachers’ self-efficacy, identity and expectations since they play a major role in curriculum implementation.
Prof. Dr. Bilal BİLGİN