Gender and age as determinants of technological efficacy of teachers in implementing the standard-based curriculum in the Wa Municipality, Ghana.

This study examined the impact of age and gender on technological self-efficacy of teachers in implementing Ghana’s Standard-Based Curriculum (SBC). As the Ghanaian educational reforms increasingly integrate technology to enhance critical thinking, creativity, and digital literacy, understanding the influences of age and gender on the confidence of teachers in using digital tools is essential. A descriptive cross-sectional design with a sample of 280 in-service teachers in the Wa Municipality was used for the study. The Educational Technological Self-Efficacy Scale by Raphael and Mtebe (2017) was used to collect data for the study. The data were analysed descriptively and inferentially. Findings revealed that 35.0% of teachers reported lower technological self-efficacy, indicating substantial barriers to effective digital integration. Additionally, male and older teachers reported higher levels of perceived ease of use and support, highlighting demographic disparities in technology adoption. These results emphasize the need for targeted professional development and support systems to address specific demographic challenges in technology integration, ultimately enhancing the success of the SBC. The study contributes to a broader understanding of how age and gender shape technology use in education and provides insights for policy initiatives aimed at equitable technological competency development among teachers.