Ashton, Alvin A.2022-01-182022-01-181979274https://hdl.handle.net/2139/52377This study attempts to measure teacher perceptions of their role and that of parents, students, administrators, or curriculum specialists in curriculum planning and development processes. A 20-item questionnaire, which was developed by the investigator to measure the perceptions being studied, was administered to a random sample of 100 primary and secondary teachers. Statistical analysis of the data indicated that, in Trinidad and Tobago, teachers perceive broad participation in curriculum planning and development in a very limited way. Teachers favoured a more active role for themselves in the planning and development of the curriculum, but did not perceive as favourably the involvement of students, parents, and citizensCurriculum planningEd.D.