IF TEACHERS DON’T READ, HOW DO STUDENTS LEARN?

Curriculum is a dynamic programme that is expected to address the changing needs and aspirations of any society. School-based programmes are the primary means by which curricula are delivered to learners. However, many school based innovative programmes are seldom implemented perfectly. The effectiveness of innovative programmes depends on implementation fidelity, that is, the degree to which programme implementers deliver the programme as intended by the developers (Dusenbury, Brannigan, Falco, & Hansen, 2003). Durlak & DuPre, (2008) and Dusenbury et al., (2003) note the critical role that implementation fidelity plays in the achievement of positive programme outcomes. Mihalic, Fagan & Argamaso (2008) observe that the success or failure of an innovation depends in the long run on the teacher. Teachers occupy a central role in the implementation of curriculum and experts agree that the teacher is a critical factor in the successful implementation of any educational innovation (Wokocha, 2007). No genuine innovation occurs unless the teachers are personally committed to ensuring its success. Teacher skills and attitudes count for a great deal more in curriculum innovation than do changes in content and methods. In order to implement change, one must have a personal stake in the process and must be knowledgeable about the issues.