| Summary: | AbstractThe study aimed to explore teachers’ perceptions and use of constructivist teaching approaches in Ghanaian junior high schools, specifically in the Sunyani-West Municipality. Data were collected through an adapted Constructivist Learning Environment Scale (CLES), a semi-structured interview guide, and field notes. The findings revealed a paradox: while teachers had a positive perception of constructivism, they seldom applied its core principles in their classrooms. Data triangulation uncovered inconsistencies between teachers’ claims and actual classroom practices. Limited resources and time constraints were cited as reasons for the rare implementation of constructivist pedagogy. Recommendations have been provided for the Ghana Education Service and the National Council for Curriculum and Assessment.
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