Teachers' attitudes towards the implementation of the thematic curriculum in Bujumba Sub-County primary schools, Kalangala District Uganda

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Kampala International University; College of Education Open and Distance Learning
This study set out to examine teachers' attitude towards the implementation of the thematic curriculum (TC) in Bujumba Sub-County, Kalangala District Uganda. The researcher specifically wanted to identify the major aims of the TC, how it works, its implementation status, possible problems encountered and the attitude and awareness of teachers towards its implementation. The researcher employed a simple survey research design to explore into the topic of study, using qualitative and quantitative approaches. Classroom teachers were the major respondents of this study. Random sampling was used to select 50% of the schools in Bujumba and to select 30 teachers to answer the questionnaires which were self-administered by the researcher. Data was analyzed using SPSS data processor. Frequency counts, cross tabulations and the chi-square were the statistical techniques use in data analysis. The findings indicate that most teachers (73%) were grade three and that about 46% of them are unaware ofthe five aims of the TC (Early breakthrough to literacy) and on others, teachers were less aware. Also most teachers were not aware of why the government introduced the TC (55%, 18%, 23%, 18% and 5% respectively - see table 4.5), however most teachers were aware 'of the aims (91%, 68%, 73%, 73% and 100% respectively- table 4.6). Also 91% new the classes in which TC is implemented (P 1 - P3) and 77% schools had received TC text books and lesson plan guidelines. About 64% teachers are not contented by rate at which TC moves, yet 68% still find lesson plan guidelines difficult. It was also found out that 50% teachers have a negative attitude towards the implementation of the TC. The most serious problem encountered by teachers in implementation of the TC is inadequate instructional materials (91 %), textbooks (68%) and local language (41%0. The most immediate solutions to the above problems are providing adequate teaching learning materials (86%0, sensitizing teachers and parents (73%), providing more teachers (32%) and increasing their pay (23%). The researcher concluded that most schools are dominated by low grade teachers, there is scarcity of English and science teachers, teachers' awareness about TC is still low and most of them have negative attitudes towards TC. The most serious problems encountered by teachers with TC is inadequate instructional materials but the biggest cause is unaware. The researcher recommends that the government should revise the TC and involve the teachers more in its improvement and developing instructional materials, and provide and train more teachers in the TC, as this will promote their awareness and boost their attitude towards the TC.
A research report submitted to the Institute of Open and Distance learning in partial fulfillment of the requirement for the Award of a Diploma in Primary Education of Kampala International University
Teachers' attitudes, Implementation of the thematic curriculum, Kalangala District, Uganda