Monitoring practices and implementation of the Competency Based Curriculum in secondary schools, Nama Sub-County, Mukono District

Abstract

The study established the influence of monitoring practices on implementation of Competence Based Curriculum (CBC) in secondary schools, Nama Sub- County Mukono District, Uganda. The study was guided by three objectives; to establish the influence of time keeping on implementation of CBC, to establish the influence of attendance to meetings on implementation of CBC and to explore the influence of professional records on implementation of CBC. The surveillance theory was used as lens in this study. The study adopted a mixed research design with quantitative and qualitative approaches. The quantitative data was collected with questionnaires administered to 133 teachers selected using simple random sampling. It was analyzed using SPSS to generate the descriptive and inferential statistics. The qualitative data was gathered using interview guide administered to head teachers who were purposively selected in five secondary schools and were subjected to content analysis. Findings indicated that secondary schools implement the monitoring practices; time keeping, attendance to meetings and preparation of professional records to track teachers in implementation of the CBC. Regression analysis indicated that time keeping with coefficient beta 0.380 and R Square Change 0.144 had a significant influence on the implementation of CBC. In addition, teachers` attendance to meetings with coefficient beta 0.655 and R Square Change 0.429 had a significant influence on the implementation of CBC. The professional records with coefficient beta 0.739 and R Square Change 0.546 had a significant influence on the implementation of CBC. The multiple regression analysis indicated that teachers’ attendance to meetings and preparation of professional records had positive significant influence on the implementation of CBC unlike time keeping. However, monitoring practices predict 60.1 percent (Adjusted R Square = 0.601) on implementation of CBC. The study concluded that teachers’ attendance to meetings which allows co-creation of knowledge and preparation of profession records to track progress of content coverage supports implementation of the CBC at school. Therefore, it was recommended that MoES and administrators of secondary schools need to allocate more resources to organize and sensitize teachers to attend meetings for knowledge sharing, regularly evaluate and guide teachers in preparation of professional records to support implementation of CBC. The biometric system and other time track mechanisms need to be prioritized to track teachers’ presence at school to engage in meetings as well as dedicate time to prepare professional records align with teacher and learner guides to implement CBC.