Impact of Teachers’ Participation in Implementing Competence-based Curriculum in Public Secondary School in Morogoro Municipality, Tanzania

Abstract

This study examines the impact of teachers’ participation in implementing the Competence-Based Curriculum (CBC) in Morogoro Municipality. CBC enhance Student to become a good learner with 21th-century skills and competencies. Using a mixed-methods approach with convergent research design, Data was collected and analyzed descriptively using SPSS version20 and thematically to enrich quantitative and qualitative information. The study's sample size comprised 33 participants, including 30 teachers selected via simple random sampling and 3 purposefully selected school administrators from three secondary schools in Morogoro Municipality. The research involved in-depth interviews with the head of school, classroom observations checklist, and questionnaire with secondary school teachers. The results reveal that teachers play a vital role in the successful implementation of CBC through their active engagement in curriculum delivery and adaptation. The majority of the teachers claimed to have inadequate training, only few percent of them said they are confident in the principles of CBC). The study established strategies to resolve obstacles; including learner-centered approaches by providing project-based learning, group discussion and problem-based learning, to facilitate competence acquisition among students. The study underscores the need for in-service training, adequate resource provision, involving teachers in developing curriculum and supportive leadership to enhance teachers' capacity in implementing CBC effectively, as well as recruiting enough number of teachers that relate with the number of learners. This work can provide information on the implementation of CBC in low-resource settings.