Perception of Teachers on their Preparedness for Implementation of the Competence-based Curriculum among Secondary Schools in Arumeru District, Tanzania

Abstract

The purpose of this study was to find out the extent to which implementation of competence-based curriculum (CBC) is adequately supported by laboratory facilities among public secondary schools in Arumeru District, Tanzania, using a convergent parallel mixed design. Stratified-random sampling technique was used to select students and teachers whereas purposive sampling technique was used to select heads of schools and academic masters/mistresses. Consequently, the sample included 111 teachers, 177 students, 9 heads of schools and 9 academic masters/ mistresses making a total sample size of 306 respondents. Data were collected using questionnaires, interview guide, observation checklist and focus group discussion (FGD) guide and analyzed through descriptive statistics and thematic analysis. It was found that only 34% of the teachers were trained while 66% were not trained for CBC implementation. The study concluded that, the implementation of CBC is rendered ineffective due to lack of teacher training. The study recommended that the Ministry of Education, Science and Technology in collaboration with curriculum developers should organize training to all teachers for effective implementation of CBC.