PERCEIVED IMPACT OF CURRICULUM OVERLOAD ON TEACHERS’ EFFECTIVENESS IN PRIMARY SCHOOLS IN UDENU LOCAL GOVERNMENT EDUCATION AUTHORITY, ENUGU STATE

Abstract

This study examined the perceived impact of curriculum overload on teachers’ effectiveness in
primary schools in Udenu Local Government Education Authority of Enugu State. Descriptive survey
research design was adopted for this study. Four research questions guided the study. The population
of the study comprised of all the 382 teachers in the 31 government primary schools in Udenu Local
Government Education Authority of Enugu State. Simple random sampling technique was used to
select 100 primary school teachers. The research instrument for the study was a 23item questionnaire
designed by the researchers titled “Questionnaire on the Impact of Curriculum Overload on
Teachers’ Effectiveness in Primary Schools” (QICOTEPS). To determine the validity of the
instrument, three experts validated the instrument. The Cronbach alpha method was used to establish
the reliability of the instrument. Data obtained were analyzed using mean and standard deviation.
Findings revealed that overloaded curriculum makes it difficult for teachers to teach topic in-depth.
Findings also shows that curriculum overload results to excessive workload due to vast amount of
content. Again, Findings also revealed that team teaching should be utilized to reduce teachers’
workload among others. It was recommended among others that regular workshops, seminars, and
training programmes should be organized to equip teachers with modern pedagogical skills, time
management strategies, and collaborative teaching techniques to help them cope with curriculum
demands effectively