Teachers’ Attitudes and the Implementation of a Curriculum Innovation During Its Early Stages at a Primary School in Central Trinidad: A Case Study

Abstract

This case study investigated teachers’ attitudes during the early stages of the implementation of the new primary school curriculum at a primary school in the Caroni Educational District in Trinidad and Tobago. Data were collected from three teachers at the lower levels of the school. It was found that, while the teachers generally had positive attitudes toward the new curriculum, they faced challenges such as 1) inadequate information about its content and suggested usage, 2) non-contact time, and 3) lack of resources.