Strategies employed by the head teachers in the implementation of competence-based curriculum in public primary schools in Bagamoyo, Tanzania
This study examined strategies employed by the head teachers in implementing a competence-based curriculum (CBC) in public primary schools in Bagamoyo District, Tanzania. The study adopted a qualitative research approach, with a case study research design, for the purpose of determining in-depth in...
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Academy of Cognitive and Natural Sciences
2025-01-01
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| Online Access: | https://acnsci.org/journal/index.php/ed/article/view/845 |
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| author | Beatrice Mlenge Asia Mbwebwe Rubeba Huruma Olofea |
| author_facet | Beatrice Mlenge Asia Mbwebwe Rubeba Huruma Olofea |
| author_sort | Beatrice Mlenge |
| collection | DOAJ |
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This study examined strategies employed by the head teachers in implementing a competence-based curriculum (CBC) in public primary schools in Bagamoyo District, Tanzania. The study adopted a qualitative research approach, with a case study research design, for the purpose of determining in-depth information regarding the implementation of CBC. The study involved 10 participants, thus head teachers. Interviews, observation and documentary reports were used to collect field data. The data were analysed thematically. The findings reported that the head teachers employed various strategies to support teachers in adapting to CBC in public primary schools, namely improving in-service teacher training, teaching and learning materials, the teaching and learning environment, teaching and learning resources, as well as facilitating the relationship between school and community. However, some challenges were noted to hinder the effective implementation of CBC, including a lack of resources, a large number of students in the classroom, and a lack of competent teachers to implement CBC effectively. The study concludes that it is important for the head teachers to devise numerous strategies that could be used for effectively implementing CBC in primary schools. The study recommends that the government, private sectors, and non-governmental organisations ensure the availability of teaching and learning resources, enough teachers, and a good learning environment, as well as training about implementing CBC for all primary school teachers.
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| format | Article |
| id | doaj-art-41b64f50d164470a90367ce37377ac15 |
| institution | Kabale University |
| issn | 2708-4604 2708-4612 |
| language | deu |
| publishDate | 2025-01-01 |
| publisher | Academy of Cognitive and Natural Sciences |
| record_format | Article |
| series | Освітній вимір |
| spelling | doaj-art-41b64f50d164470a90367ce37377ac152025-01-09T07:34:17ZdeuAcademy of Cognitive and Natural SciencesОсвітній вимір2708-46042708-46122025-01-0110.55056/ed.845Strategies employed by the head teachers in the implementation of competence-based curriculum in public primary schools in Bagamoyo, TanzaniaBeatrice Mlenge0Asia Mbwebwe Rubeba1https://orcid.org/0000-0001-7136-5486Huruma Olofea2The University of DodomaThe University of DodomaThe University of Dodoma This study examined strategies employed by the head teachers in implementing a competence-based curriculum (CBC) in public primary schools in Bagamoyo District, Tanzania. The study adopted a qualitative research approach, with a case study research design, for the purpose of determining in-depth information regarding the implementation of CBC. The study involved 10 participants, thus head teachers. Interviews, observation and documentary reports were used to collect field data. The data were analysed thematically. The findings reported that the head teachers employed various strategies to support teachers in adapting to CBC in public primary schools, namely improving in-service teacher training, teaching and learning materials, the teaching and learning environment, teaching and learning resources, as well as facilitating the relationship between school and community. However, some challenges were noted to hinder the effective implementation of CBC, including a lack of resources, a large number of students in the classroom, and a lack of competent teachers to implement CBC effectively. The study concludes that it is important for the head teachers to devise numerous strategies that could be used for effectively implementing CBC in primary schools. The study recommends that the government, private sectors, and non-governmental organisations ensure the availability of teaching and learning resources, enough teachers, and a good learning environment, as well as training about implementing CBC for all primary school teachers. https://acnsci.org/journal/index.php/ed/article/view/845strategieshead teacherscompetence-based curriculumprimary schoolTanzania |
| spellingShingle | Beatrice Mlenge Asia Mbwebwe Rubeba Huruma Olofea Strategies employed by the head teachers in the implementation of competence-based curriculum in public primary schools in Bagamoyo, Tanzania Освітній вимір strategies head teachers competence-based curriculum primary school Tanzania |
| title | Strategies employed by the head teachers in the implementation of competence-based curriculum in public primary schools in Bagamoyo, Tanzania |
| title_full | Strategies employed by the head teachers in the implementation of competence-based curriculum in public primary schools in Bagamoyo, Tanzania |
| title_fullStr | Strategies employed by the head teachers in the implementation of competence-based curriculum in public primary schools in Bagamoyo, Tanzania |
| title_full_unstemmed | Strategies employed by the head teachers in the implementation of competence-based curriculum in public primary schools in Bagamoyo, Tanzania |
| title_short | Strategies employed by the head teachers in the implementation of competence-based curriculum in public primary schools in Bagamoyo, Tanzania |
| title_sort | strategies employed by the head teachers in the implementation of competence based curriculum in public primary schools in bagamoyo tanzania |
| topic | strategies head teachers competence-based curriculum primary school Tanzania |
| url | https://acnsci.org/journal/index.php/ed/article/view/845 |
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