Teachers’ Proficiency in Applying Student-Centered Methods in the Implementation of the Competency-Based Curriculum in Public Secondary Schools in Geita District Council, Geita-Tanzania
DOI:
https://doi.org/10.61227/215jfm20Keywords:
Teachers’ Proficiency, Student-Centered Methods, Competency-Based CurriculumAbstract
This study examined teachers’ proficiency in applying student-centered methods in the implementation of the Competency-Based Curriculum (CBC) in public secondary schools in Geita District Council, Tanzania. Guided by Tyler’s Model of Curriculum Development, the research employed a mixed-methods explanatory design. the sample size of the study was 160 participants including 138 teachers, 10 school heads, 10 Ward Education Officers, 1 District Secondary Education Officer, and 1 District Quality Assurance Officer. Data were collected using questionnaires and semi-structured interviews. Also, quantitative data were analyzed descriptively using SPSS version 26, while qualitative data underwent thematic analysis. The findings indicate that while many teachers make deliberate efforts to implement student-centered approaches, a significant proportion continue to rely on traditional teacher-centered methods. Key challenges limiting effective CBC implementation include large class sizes, inadequate teaching and learning resources, insufficient professional development, syllabus time pressures, and inconsistent monitoring and evaluation systems. Despite these constraints, teachers demonstrate resilience through resource improvisation, peer collaboration, and focusing on core competencies. The study concludes that teachers’ proficiency in student-centered pedagogy is mixed, leading to partial alignment between intended CBC objectives, classroom learning experiences, and assessment practices. Therefore, in order to enhance the effectiveness and sustainability of CBC, it is recommended that policymakers and education administrators intensify in service training, ensure the availability of adequate teaching resources, establish structured monitoring and evaluation systems, and promote mentorship and peer-support initiatives, thereby fostering critical 21st-century skills, creativity, and practical problem-solving among students
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