An Investigation Of Implementation Of Competency Based Curriculum In Secondary Schools In Tanzania:Case Of Kinondoni District Inservice Secondary Teachers

This study investigated the implementation of competency based curriculum in secondary schools in Tanzania using the case of Kinondoni District in-service secondary teachers. The specific objectives of the study were to find out what do teachers know about competency based curriculum; to investigate the extent to which in-service teachers had been prepared to implement competency based curriculum; to determine the extent to which in-service teachers are implementing competency based curriculum in classroom management and assessment. The respondent included 85 teachers who were randomly selected from 10 secondary schools found in Kinondoni District, Dar es Salaam, in Tanzania. The data collected were collected through questionnaires, interview, observation and review of documents. The collected data were analysed using IBM SPSS 20 software and thematic content analysis. The findings indicated that the majority 60% of interviewed teacher have proper knowledge of objectives of competency based curriculum while 40% didn’t have proper understanding of the objectives of competency based curriculum and the finding from the questionnaires shows that the understanding of teachers about competency based teaching to be high with mean (M=3.5).In addition the finding from questionnaires also indicates that majority of in-service teachers showed their ability to implement competency based curriculum to be above with the mean of 3.5,but standard deviation were slightly high which indicate that there is a significant number of teachers who are not well prepared to implement the phenomenon. Moreover, the majority 60% of the reviewed lesson plan did not reflect the qualities of a competency based lesson plan, also the involvement of students in classroom activities by teachers who were observed was, in overall, very low. Lastly, teachers practiced formative students’ assessments in low than 50% of the total observed classroom sessions. In view of these findings, it seemed that the implementation of competency based curriculum in selected schools was still ineffective. To this effect, it is recommended that regular training of in-service teachers must be conducted in order to enable them acquire up to date teaching skills as required by the changes introduced in the schools curricular, also regular inspection by school inspectors should be made regularly at schools.