An investigation on the attitude of instructional leaders and teachers in the implementation of competence based curriculum in Goromonzi District.

Abstract

The study investigated on attitudes of instructional leaders and teachers in the implementation of Competence Based Curriculum (CBC) in Goromonzi District, Mashonaland East Province. The study explored on whether instructional leaders and teachers have positive or negative attitudes towards the program. The major objectives of the study were to identify factors that influenced the introduction of the CBC, to examine the requirements of the CBC and to identify factors that enhance the implementation of the CBC. The study was anchored on the competence theory by Gross (1971) which states that successful curriculum implementation is determined by teacher competency, clarity, support from management and attitude of teachers towards curriculum change. The study utilized descriptive survey design using quantitative and qualitative methods for collecting data. Voluntary, convenience and purposive sampling techniques were used to select participants and to determine the sample size. The target population of the study comprised one hundred and fifty participants. The sample was comprised of sixteen teachers and four school heads. The instruments used to collect data were interviews, questionnaires and document analysis. The major findings of the study were that instructional leaders and teachers understand reasons for curriculum change and have a positive attitude in the implementation of CBC despite challenges they encounter. They use the available resources to deliver lessons and other curriculum programs. Instructional leaders are effectively supervising teachers and they are helping learners to acquire relevant life skills which were lacking in the old curriculum. Most teachers have basic pedagogical skills and therefore need to professionally upgrade themselves. Recommendations were that there is need for effective stakeholder support and adequate funding to rural schools which are disadvantaged. Curriculum implementers should be continuously trained to successfully execute the competence based curriculum.