Teachers’ perceptions on the implementation of Islamic Religious education competency-based curriculum in secondary schools in Wakiso District

Abstract

This study explored the role of teachers’ perceptions on implementation of IRE competency- curriculum in Wakiso District. The study was guided by three specific objectives that is to say; exploring teachers’ perceptions about content, pedagogies and assessment strategies used in the implementation of IRE competency-based curriculum in secondary schools. This study used a phenomenological design with a sample size that depended on saturation of findings. Secondary teachers were sampled using simple random sampling while participants in other categories were purposively selected. Interview guide and focus group discussion guides were used as data collection instruments. Data was analyzed using thematic analysis method. Key findings revealed that teachers play a critical role in translating the curriculum’s intent into practice, shaped significantly by their own religious beliefs, cultural contexts, and understanding of competency-based education. On objective two, Findings revealed that teachers appreciated the alignment of IRE content with national values, however, they face significant challenges in transitioning from traditional to competency-focused methods. Finally, teachers perceived that the assessment rubric was complicated with a lot of formalities that make it difficult to implement. From the first objective it was concluded that teachers had perceived IRE Competency-based content as relevant to the current society needs and contemporary needs of all learners. From objective two it was concluded that the methods used by teachers in IRE competency-based curriculum were perceived as worthy enabling the effective implementation of this curriculum. From the third objective, it was concluded that teachers had perceived IRE competency-based curriculum assessment as relevant but a complex activity in its implementation. Based on the study findings, discussion and conclusions, the study recommends that if IRE competency-based curriculum is to be effectively implemented, District Education Department, Ministry of Education and Sports officials, UNEB officials and NCDC Officials should do the following. They should identify the resources needed for successful implementation, including textbooks, teaching materials, and technology. At the same time, they should organize seminars and workshops aimed at improving teaching methods and materials that are culturally relevant and reflect local Islamic practices and beliefs. They should also develop clear criteria for assessing student competencies and provide tools for teachers to give constructive feedback. Therefore, this study contributes to the field of Islamic education by providing insights into the complexities of curriculum implementation from a teacher-centered perspective. It argues for a more integrated approach that considers teachers as key stakeholders in curriculum development and reform, advocating for policies that support their professional growth and enhance the quality of IRE competency-based education. Thus, the findings underscore the necessity for targeted interventions to empower teachers, ultimately enriching students’ understanding of Islamic values within a competency-based framework.