Challenges Facing Teachers in Implementing Competence-Based Curriculum Reforms in Primary Schools in Mbeya City, Tanzania
Hassan Juma *
Department of Education, University of Iringa, Tanzania.
Eustard R. Tibategeza
Department of Education, University of Iringa, Tanzania.
Egidio Chaula
Department of Education, University of Iringa, Tanzania.
*Author to whom correspondence should be addressed.
Abstract
This study investigates the challenges facing teachers in implementing Competence-Based Curriculum (CBC) reforms in primary schools in Mbeya City, Tanzania. Although the CBC was introduced to enhance the quality of education, many teachers face persistent challenges that hinder effective teaching and learning. The study seeks to identify these obstacles and provide insights that could support more successful curriculum implementation. A mixed-methods approach was employed, involving questionnaires, interviews, and classroom observations. The research involved a total of 100 participants, including 20 teachers and 80 pupils from three strategically selected schools to provide a representative perspective on curriculum implementation at the local level. The findings indicate that teachers encounter multiple challenges, including large class sizes (80%), shortages of textbooks and teaching aids (60%), inadequate pre-service and in-service training (65%), limited professional support (80%), time constraints (60%), and difficulties in assessing learner competencies (75%). Additionally, low levels of parental and community involvement (60%) and poor infrastructure (70%) further hinder successful implementation. A limitation of this study is the small sample size from only three schools, which may restrict the generalizability of the findings. Despite this, the study provides important insights into the barriers to effective CBC implementation.
Keywords: Competence-based curriculum, teacher, challenges, primary education, curriculum reforms