Exploring Teachers’ Capacity in Implementing the Competence-Based Curriculum: A Study of Public Secondary Schools in Bagamoyo District

Abstract

This study examined teachers’ capacity to implement the Competence-Based Curriculum (CBC) in public secondary schools within Bagamoyo District, Tanzania, with a specific focus on assessing teachers’ knowledge and skills in CBC implementation. The research was guided by Vygotsky’s Constructivist Theory, which emphasizes learner-centered and interactive approaches to knowledge construction. A mixed-methods approach was employed, integrating quantitative and qualitative techniques within a descriptive survey design. The study involved 116 respondents, including Ward Education Officers, heads of schools, teachers, and students. Data were collected through questionnaires, semi-structured interviews, classroom observations, and documentary reviews. Quantitative data were analyzed using descriptive statistics with the aid of SPSS, while qualitative data underwent thematic analysis. Findings revealed that teachers’ capacity to implement CBC remains limited due to insufficient professional training, low confidence in lesson planning and assessment, and minimal practical exposure to learner-centered methods. Although some teachers applied interactive strategies such as group work, the majority relied on traditional, teacher-centered approaches. The study concludes that effective CBC implementation requires strengthening teacher capacity through comprehensive professional training, ensuring adequate teaching and learning resources, and promoting supportive institutional practices. It recommends targeted in-service training, enhanced provision of resources, stronger monitoring mechanisms, and increased financial investment in secondary education. Future research should explore comparative analyses across regions, the longitudinal effects of professional development, and the role of school leadership in advancing CBC implementation.