The Perceptions of Teachers Regarding the Implementation of Competence-Based Curriculum in Public Primary Schools in Dar Es Salaam City Council

Abstract

The study explored the perceptions of teachers regarding the implementation of competence-based approaches in public primary schools in Dar es Salaam City Council. An exploratory sequential mixed methods design was employed in this study. Detailed information was collected from 16 teachers selected through simple random technique in Dar es Salaam City Council. Moreover, questionnaires and key informant interviews were used to collect data. Quantitative data were analysed by using IBM SPSS version 25 whereby descriptive univariate analyses were performed to inspect the frequency distributions of variables while qualitative data were subjected to content analysis. The findings indicate that majority of the teachers were familiar with the new competency-based approach. The findings indicated further that teachers had a positive perception on the impact of the new vocational curriculum. The main challenges encountered by teachers in implementing a competence-based curriculum included lack of frequent training and inadequacy of teaching and learning resources. The study recommends that ensuring availability of necessary resources and materials is essential in order to instill entrepreneurial skills to pupils.