Administrative Challenges Preventing Effective Curriculum Implementation in Public Secondary Schools in Nyamagana District - Mwanza City, Tanzania

Daniel Oduor Onyango,Paul Thomas

doi:10.37284/eajes.5.1.568

Abstract

Administrative challenges can disrupt effective implementation of curriculum in secondary schools. Literature review shows that many administrative challenges hinder the implementation of curriculum in secondary schools. In order to implement the curriculum effectively, school administrators need to provide support to teachers since they are crucial to ensuring that curriculum is delivered consistently, effectively, and efficaciously to enhance learners’ academic achievement and growth. This study sought to examine the effect of administrative challenges on curriculum implementation in public secondary schools in Nyamagana District – Mwanza City, Tanzania. The study adopted a convergent parallel design under a mixed method research approach and a sample size of 172 respondents. Data were collected using questionnaires and interview guide. Validity and reliability of the instruments were tested and were reliable to be given to the respondents for data collection. The findings of this study revealed that the school administrators face many challenges which make the curriculum not to be implemented effectively. The challenges which were mentioned include: lack of fiscal infrastructure, lack of guidelines for the implementation of the curriculum, insufficient funds, overcrowded classrooms, heavy workloads, teachers’ lack of commitment, complexity of managing curriculum, and school heads’ inability to supervise curriculum delivery. It is recommended that government should provide more funds whenever it rolls out an education innovation so as to enable the schools to effectively implement the innovation. There is also need to conduct seminars and workshops for school administrators to enable them to effectively implement curriculum innovations in secondary schools

Highlights

The growing need for education system to produce graduates with capabilities has received substantial attention in the current education reforms in Tanzania
The findings of this study revealed that absence of proper Teacher Professional Development (TPD), inappropriate learner characteristics, content overload and complexity, unsuitable pre-service training, and inadequate directions in course books on integration affect curriculum implementation efforts
These findings show that curriculum implementation is hampered by many variables

Summary

Introduction

The growing need for education system to produce graduates with capabilities has received substantial attention in the current education reforms in Tanzania. This is because it has been apprehended that growth and development of human resource in any country cannot be attributed to the increase in traditional inputs alone like the number of teachers, teaching materials, and other facilities but to the improvement in knowledge and skills of labour force and change in technology (Paulo & Tilya, 2015). In Tanzania for instance, Competency-Based Curriculum (CBC) was adopted and has been implemented in secondary education since 2005. In the parliamentary session, members of parliament pointed out that students graduating from secondary schools are lacking necessary competencies (HakiElimu, 2020)

Methods

Results

Conclusion