Teacher’s perceptions of the thematic curriculum and their effect on its implementation in primary schools in Gombe Sub County, Wakiso District, Uganda
| dc.contributor.author | Mutyaba, Alexander | |
| dc.date.accessioned | 2020-01-20T09:46:54Z | |
| dc.date.available | 2020-01-20T09:46:54Z | |
| dc.date.issued | 2015-11 | |
| dc.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 | en_US |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/7340 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University,College of Education Open and Long Distance Learning | en_US |
| dc.subject | Teachers | en_US |
| dc.subject | Curriculum | en_US |
| dc.subject | Perception | en_US |
| dc.subject | Primary | en_US |
| dc.subject | Schools | en_US |
| dc.title | Teacher’s perceptions of the thematic curriculum and their effect on its implementation in primary schools in Gombe Sub County, Wakiso District, Uganda | en_US |
| dc.type | Thesis | en_US |