Teacher’s Readiness for Competence-based Curriculum on Students’ Academic Performance in Secondary Schools, Wakiso District Uganda

Nankubuge Mariam; Nabukeera Madina; Matovu Musa; Ssali Muhammadi Bisaso

doi:10.36948/ijfmr.2024.v06i04.26085

Teacher’s Readiness for Competence-based Curriculum on Students’ Academic Performance in Secondary Schools, Wakiso District Uganda

Author(s)	Nankubuge Mariam, Nabukeera Madina, Matovu Musa, Ssali Muhammadi Bisaso
Country	Uganda
Abstract	Teacher’s readiness is critical in the event of enrolling particular curricular given the fact that teachers form an integral part necessary for its success. This study intended to examine the influence of teacher’s readiness for the Competence-Based Curriculum on Students Academic Performance in selected secondary schools in Wakiso district. An exploratory research design that was quantitative and quantitative in approach was adopted. Data was collected using a Questionnaire survey method involving use of structured questionnaires distributed in two secondary schools (private and government aided). The target population of the study was 146, with a sample size of 30 respondents whose sampling technique was both simple random and purposive to include O-level teachers, head teachers, deputy headteachers and Directors of Studies. Specifically, the study objectives were to; a) To explore the effect of teacher’s practices on implementation of competence-based curriculum on students’ academic performance. b) Assess the impact of teachers’ professional development in competence-based curriculum on academic performance of students c) Assess the effect of teachers’ adaptability to the competence-based curriculum on the academic performance of students and d) Analyzing the impact of the challenges teachers face in implementing the Competence-Based Curriculum on academic performance of students in Wakiso district. The findings indicated that teachers’ practices in implementing the CBC have a strong positive and significant effect on the academic performance of students in Wakiso district. It was also revealed that professional teacher development in the CBC has a moderate positively significant effect on the performance of students. Additionally, the study indicated that teacher adaptability to the competence-based curriculum has a strong positive and significant effect on the academic performance of students in secondary schools of Wakiso district. Further; it was also unveiled that the challenges of teachers in implementing the competence-based curriculum have a weak negative and significant impact on students’ academic performance in selected secondary schools in Wakiso district. Therefore, the study concludes that teacher’s readiness for the CBC in terms of its implementation, professional teacher development in the CBC, teachers’ adaptability to the CBC, and teachers’ challenges in implementing the CBC has a significant influence on the academic performance of students in the selected secondary schools in Wakiso District.
Keywords	Teachers’ Readiness, Competence-Based Curriculum, and Student’ academic Performance.
Field	Sociology > Education
Published In	Volume 6, Issue 4, July-August 2024
Published On	2024-08-14
Cite This	Teacher’s Readiness for Competence-based Curriculum on Students’ Academic Performance in Secondary Schools, Wakiso District Uganda - Nankubuge Mariam, Nabukeera Madina, Matovu Musa, Ssali Muhammadi Bisaso - IJFMR Volume 6, Issue 4, July-August 2024. DOI 10.36948/ijfmr.2024.v06i04.26085
DOI	https://doi.org/10.36948/ijfmr.2024.v06i04.26085
Short DOI	https://doi.org/gt65bs

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Teacher’s Readiness for Competence-based Curriculum on Students’ Academic Performance in Secondary Schools, Wakiso District Uganda

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