Teachers’ preparedness and implementation of lower secondary curriculum in secondary schools in Kyegegwa district, Uganda.

Abstract

The study was about the relationship between teachers’ preparedness and implementation of lower secondary curriculum in secondary schools in Kyegegwa District. The study aimed to; examine the relationship between teaching methods and implementation of LSSC, ii) assess the relationship between classroom management and implementation of LSSC and iii) evaluate the relationship between student assessment and implementation of LSSC. The study used a cross-sectional reserch design and employed quantitative and qualitative approaches to collect data from 108 individuals but only 150 respondend. Under objective one, the study findings revealed a weak correlation coefficient of .589** which is significant at 0.01 level, this was presented by (r (70) = .589, P=0. 000). This means that there is a significant relationship between the two variables implying that changes in teaching methods will lead to changes in implementation of LSSC by a mean factor of .589 (58.9%). Under objective two the study findings revealed a weak correlation coefficient of .589** which is significant at 0.01 level, this was presented by (r (70) =.430, P=0. 000). This means that there is a significant relationship between the two variables implying that changes in classroom management will lead to changes in implementation of LSSC by a mean factor of .430 (43.0%). For objective three the study findings revealed a weak correlation coefficient of .589** which is significant at 0.01 level, this was presented by (r (70) =.507, P=0. 000). This means that there is a significant relationship between the two variables implying that changes in student assessment will lead to changes in implementation of LSSC by a mean factor of .507 (50.7%). It was also realised that student assessment emerges as a central mechanism through which the intentions of the LSSC are translated into measurable learning outcomes, serving both as a diagnostic tool and a catalyst for aligning teaching with competency-based goals. The study therefore recommended that teachers should incorporate collaborative learning strategies, such as group problem-solving and peer-to-peer teaching, addressed directly to classroom educators, to actively engage students in ways that promote critical thinking and shared responsibility for learning. It was recommended that the district education office should provide training on designing competency-based assessment tools, addressed to both new and experienced teachers, to ensure evaluation methods reflect the curriculum’s emphasis on critical thinking and problem solving.