Evaluating a New Creative Arts Curriculum: Assessing the Impact of Supervision and Classroom Instruction in Ghana

Abstract

This study aimed to evaluate the influence of supervision and classroom teaching in Ghana through the assessment of a novel creative arts curriculum. By employing the descriptive cross-sectional survey design, online Google forms were utilized to survey a sample of 768 in-service teachers out of a total of 1,321. Data was gathered for the research using a modified form of the Sharma and Sharma (2018) scale on creativity supervision and classroom instruction behavior, consisting of 15 items and with a reliability coefficient of α=.79. The information was analyzed both descriptively and inferentially. In general, the research discovered that most participants showed minimal creativity in managing and teaching in the classroom. In particular, the majority of participants showed moderate degrees of curiosity and motivation for creativity, while a few participants exhibited low levels of abstract thinking and critical analysis. Once more, the research found that there was no distinction between male and female participants in terms of their creative oversight and teaching methods in the classroom. In-service teachers did not show differences in creativity supervision and classroom instruction behaviors based on experience. It was discovered that teachers currently working lack adequate understanding of innovative teaching methods. Hence, it was suggested that current teachers should undergo retraining in the essential skills of the updated standard-based curriculum.