Secondary school teachers' implementation of the competency-based curriculum in the Arusha Region, Tanzania

Abstract

The aim of this research is of limited scope; it intended to examine how secondary school teachers experience the implementation of the competency-based curriculum in Tanzania. The study employed a descriptive case study design where eight participants provided in-depth data through face-to-face interviews, non-participant observation and document analysis. The in-depth data was gathered in natural school settings, an aspect which enhanced the study’s validity. After transcribing the interviews, an open coding process was undertaken and a theme comparison approach applied. The findings indicated that the participants had a limited understanding of the curriculum: they were happy in their teaching profession regardless of competence-based curriculum challenges; they were experiencing multiple challenges, the key ones being lack of participation in curriculum design and implementation; lack of quality text books and lastly, they were not motivated to implement the competency- based curriculum. The study concludes by providing relevant recommendations to various stakeholders including the teachers themselves, the Tanzania Institute of Education (TIE), the Ministry of Regional Administration and Local Government (MORALG).