Teacher’s perceptions of the thematic curriculum and their effect on its implementation in primary schools in Gombe Sub County, Wakiso District, Uganda
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Date
2015-11
Authors
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Journal ISSN
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Publisher
Kampala International University,College of Education Open and Long Distance Learning
Abstract
The study set out to investigate the teachers’ perceptions of the thematic curriculum and its effect on its implementation in Gombe sub county, Wakiso district. The study
was based on the following objectives: to investigate the teachers’ perceptions on
provision of learning materials in the thematic curriculum, to investigate what teachers
perceive about content coverage in the thematic curriculum, and to establish the
teachers’ perceptions of the thematic curriculum and their professional training and
development. The study employed purposive and convenient sampling techniques in
order to get the required information from the respondents, who were teachers and
school administrators in primary schools. A total number of 125 respondents were
interviewed. The research employed both interview guides and questionnaires to collect
the data. The findings of the study revealed that the teachers’ perceptions are very
crucial in the implementation of the thematic curriculum and a positive relationship
prevails between the teachers’ perceptions of the curriculum and their willingness and
ability to implement it. Teachers had perceptions: that the thematic curriculum content
was relevant for lower primary, but that the instructional materials provided were
insufficient and therefore local language materials such as textbooks, dictionaries, and
teachers’ guides were still required. They also perceived that capacity building and
teacher training for the implementation of the curriculum was inadequate, and the
number of teachers was not enough to enable the effective implementation of the
thematic curriculum. The study therefore recommends that adequate instructional
materials be provided to schools for the effective implementation of the curriculum. It
also recommends that the Ministry of Education and Sports recruits more teachers to
deploy to all the primary schools for effective implementation of the thematic
curriculum. In conclusion, if the stake holders follow what has been recommended in
this study, then thematic curriculum will be the best for lower primary and the teachers
perception will be a myth.
Description
A Dissertation Presented to the College of Higher Degrees and Research Kampala International University Kampala, Uganda in Partial Fulfillment of the Requirements for the Degree Master of Education administration and Management
Keywords
Teachers, Curriculum, Perception, Primary, Schools