Hidden curriculum: Does it matter in a Ghanaian school setting
Abstract
Preferably, the focus of every school curriculum should be a complete merger between the formal (written) and hidden (unwritten) curriculum. But as it is, scholars and concerned citizens assert whether the hidden curriculum should be of concern in a schools setting, which presupposes that the formal curriculum is considered paramount to the hidden curriculum. This paper, therefore examines whether the hidden curriculum should be given premium in a school settings. The interpretative phenomenological research design was employed. Qualitative data were obtained by way of interviews with nine (9) teachers. Results reveals that the hidden curriculum elements that prevails in school settings fall in the area of teacher demeanor, teacher choice of language and teacher teaching method. The initiation of total development and assimilation of social values are considered as the essence of the hidden curriculum in schools. In all, the findings indicate that the hidden curriculum matters in school setting. It is therefore suggested that teachers see the hidden curriculum as another medium to teach students unknowingly. Furthermore, teachers and administrators should be cautious in their choice of words in their quest of communication, having it in mind that, their words create reality for students.
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