Teachers’ Involvement in 2015 Curriculum Implementation and their Teaching Effectiveness in Selected Public Primary Schools in Geita Region Tanzania

Abstract

Teachers play a vital role in curriculum implementation as they bring their expertise, experience, and knowledge of their students to shape the curriculum. This study examined the influence of teachers’ involvement in the 2015 curriculum implementation on their teaching effectiveness in public primary schools in the Geita Region, Tanzania. The study conceptualised teaching effectiveness as effective planning and preparation for teaching, actual instruction of learning, management of classroom environment, as well as professional responsibilities. Five teachers who engaged in the 2015 curriculum implementation constituted the cases. Data was collected from these cases, curriculum developers, DCSQAOs, and pupils, using interview guides, lesson observation checklists, focus group discussion guides, and document review checklists. The study findings revealed that teachers’ involvement in 2015 curriculum implementation influences their teaching effectiveness in ways that enforce the already pre-determined responsibilities that teachers are expected to fulfil while in the profession. It was thus concluded that teachers’ involvement in curriculum implementation expressively influences their teaching effectiveness because teachers are simply enforcing the already pre-determined responsibilities expected of them while in the profession. The study recommends that teacher training institutions should work together with the curriculum operating institutions in the country, such as DCSQAOs, to ensure that teacher trainees are equipped with the necessary curriculum implementation competences before they start practising the actual teaching