eng Science and Education Publishing American Journal of Educational Research 2327-6150 2025-07-21 13 7 360 371 10.12691/education-13-7-2 EDUCATION20251372 article David Adjei 1 David Naya Zuure adjei.david@vvu.edu.gh 2 School of Education (Social Studies Department), Valley View University, Kumasi Campus, Ghana Centre for Conflict, Human Rights and Peace Studies, University of Education, Winneba, Ghana This study looks at how male and female Social Studies instructors in the Kumasi Metropolitan Assembly feel about how acceptable present Senior High School Social Studies themes are for national development. The study used a quantitative design using a descriptive cross-sectional survey method based on Social Role Theory and Curriculum Appropriateness Theory. The researcher used proportionate stratified random sampling to get a sample of 245 teachers, 163 men and 82 women. Descriptive statistics and Chi-square tests were used to look at the data. The results showed that most teachers agreed that the curriculum helps the country grow. However, there were statistically significant variations between males and females in how they felt about certain issues, such as socialisation. It is interesting to note that "The Youth and National Development" and "The World of Work and Entrepreneurship" got excellent marks, but "Science and Technology" was seen as less relevant. These results show that we need to change the curriculum to make it more inclusive and get teachers involved to make the Social Studies program more responsive to the needs of students, more sensitive to gender issues, and more focused on development. The study gives important information for making decisions on education policy, creating new curricula, and training teachers in Ghana and places like it. https://pubs.sciepub.com/education/13/7/2/education-13-7-2.pdf Appropriateness National Development Perceptions Curriculum Social Studies