Abstract
The study aims to reinforce the effective teaching of chemistry in secondary schools through the support of the school leadership in the implementation of the competence-based curriculum (CBC). Interviews were organised and conducted with five headteachers and five deputy headteachers from ten selected schools. The results confirmed that the support provided by the school leadership in teaching chemistry was dominated by 30% of respondents at visiting teachers in classes, provision of some basic teaching materials and encouraging teachers to work in the chemistry department for mutual support and professional growth. However, in some schools, there is a need for prioritising continuous professional development (CPD) opportunities, feedback meetings and analysing school data for decision making. Therefore, this study recommends more efforts in CPDs, avail enough teaching aids and hold the pedagogical review and learning meetings lead by headteachers; analyse and use the school data for continuous improvement and build the school on tangible evidence in positive learning outcomes. Plus more support in engaging learners doing chemistry rather than just giving them chemistry books. Transformational leadership is needed, where all stakeholders share the same vision and mission of the school.
Highlights
Teachers choose to prioritise passive teaching techniques, mainly the chalk and talk with the view that it allows them to cover the chemistry content during the allocated time of the school calendar and it was found that it is not necessarily the case (Byusa, Kampire, & Mwesigye, 2020)
This study aims to reinforce the effective implementation of the competence-based curriculum (CBC) in the chemistry lessons
Whereas the preference of the headteachers and deputy headteachers on the teaching techniques to be used in teaching chemistry in S2 is dominated by group work
Summary
Teachers choose to prioritise passive teaching techniques, mainly the chalk and talk with the view that it allows them to cover the chemistry content during the allocated time of the school calendar and it was found that it is not necessarily the case (Byusa, Kampire, & Mwesigye, 2020). The later favours learners as they are at the centre of the learning, where they are fully engaged in the whole teaching and learning process. There is a need for support from headteachers for this positive change in teaching and learning processes. Headteachers are responsible for the overall, day to day management of all activities at school (Naz & Tatlah, 2011), and they are, the key of any significant change at
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