An assessment of teacher attitudes toward STEM curriculum reforms in Gusau LGA, Zamfara State
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Background of the Study
Teacher attitudes play a pivotal role in the successful implementation of curriculum reforms, especially in the STEM fields. In Gusau LGA, Zamfara State, recent reforms in STEM education have prompted educators to re-evaluate their teaching methods and instructional strategies. These reforms aim to integrate contemporary scientific advancements and technological innovations into the classroom, thereby fostering a more dynamic and student-centered learning environment (Abubakar, 2023). Teachers are at the forefront of this transformation, and their perceptions, motivations, and resistance or acceptance significantly influence how reforms are executed. Studies have shown that positive teacher attitudes correlate with effective curriculum implementation, which in turn enhances student learning outcomes (Mahmud, 2024). In Gusau LGA, initiatives such as continuous professional development workshops and collaborative curriculum design sessions have been introduced to facilitate this transition (Yusuf, 2023). Despite these efforts, many educators express concerns regarding the adequacy of resources, insufficient training, and the rapid pace of change, which sometimes leads to reluctance in embracing the new STEM curriculum reforms (Sani, 2024). Additionally, socio-cultural factors and traditional teaching methodologies further complicate the shift toward more progressive and interactive instructional approaches (Gambo, 2025). The evolving role of teachers—from knowledge transmitters to facilitators of learning—requires a reorientation of pedagogical practices and classroom management strategies (Ibrahim, 2023). While some educators view the reforms as an opportunity for professional growth and improved student engagement, others remain skeptical about their practical implications and sustainability in a context marked by infrastructural and financial constraints (Bello, 2024). This complex interplay of optimism and apprehension among teachers underscores the need for a comprehensive assessment of their attitudes toward STEM curriculum reforms. Such an assessment will provide critical insights into the factors that influence teacher engagement with new pedagogical models, thereby informing strategies for more effective implementation (Usman, 2025). Overall, understanding teacher attitudes is essential for bridging the gap between policy formulation and classroom practice, ensuring that curriculum reforms translate into improved educational outcomes for students in Gusau LGA.
Statement of the Problem
Despite the well‐intentioned nature of STEM curriculum reforms in Gusau LGA, their successful implementation has been hampered by varied teacher attitudes. A significant problem is the resistance among some educators who feel that the reforms impose additional workload and require skills for which they have not been adequately prepared (Ahmed, 2023). Many teachers have reported feeling overwhelmed by the rapid pace of change and the introduction of unfamiliar technologies and methodologies (Garba, 2024). Moreover, a lack of sustained professional development and insufficient instructional resources have contributed to a sense of inadequacy, resulting in reluctance to adopt the new curriculum fully. This resistance is compounded by the limited involvement of teachers in the curriculum development process, leaving them feeling marginalized and undervalued (Ibrahim, 2025). Additionally, while some educators appreciate the potential for improved student engagement and learning outcomes, others argue that the reforms neglect the practical realities of classroom environments in Gusau LGA, where infrastructural challenges and large class sizes are prevalent (Suleiman, 2023). The dichotomy in teacher attitudes creates an uneven landscape in the implementation of the reforms, leading to discrepancies in student experiences and academic performance across different schools. Without addressing the underlying concerns of the teaching community, the full potential of the STEM curriculum reforms may not be realized. This study seeks to systematically assess these attitudes and identify the factors influencing teacher acceptance or resistance. By doing so, it aims to bridge the gap between policy directives and classroom realities, ensuring that reforms are both meaningful and sustainable. Such an evaluation is essential for developing targeted interventions that support teachers during this transition period and for promoting a more cohesive and effective approach to STEM education in Gusau LGA (Lawal, 2024).
Objectives of the Study
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To evaluate teacher attitudes toward the recent STEM curriculum reforms in Gusau LGA.
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To identify factors that facilitate or hinder teacher acceptance of these reforms.
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To recommend strategies for enhancing teacher engagement and effective curriculum implementation.
Research Questions
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What are the prevailing attitudes of teachers toward STEM curriculum reforms in Gusau LGA?
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Which factors influence teacher acceptance or resistance to these reforms?
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How can professional development programs be optimized to support teachers during the reform process?
Research Hypotheses
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Positive teacher attitudes are associated with more effective implementation of STEM curriculum reforms.
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Inadequate training and resource constraints are major barriers to teacher acceptance.
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Active teacher involvement in curriculum development positively impacts the implementation process.
Significance of the Study
This study will illuminate the critical role teacher attitudes play in implementing STEM curriculum reforms. Its insights will guide policymakers and educational leaders in designing professional development and support programs that address teachers’ concerns. By aligning teacher perceptions with reform objectives, the research aims to foster a more conducive environment for effective STEM education and improved student outcomes in Gusau LGA.
Scope and Limitations of the Study
This study focuses solely on assessing teacher attitudes toward STEM curriculum reforms within selected secondary schools in Gusau LGA, Zamfara State. It does not extend to primary education or other subject areas, and its findings are limited to the participating institutions.
Definitions of Terms
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Curriculum Reform: Systematic changes in educational content and teaching methods aimed at improving learning outcomes.
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Teacher Attitude: The disposition or outlook of educators toward new instructional methods and policy changes.
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STEM Education: An integrated approach to teaching Science, Technology, Engineering, and Mathematics.
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