Teachers' capacity building and implementation of the competence-based curriculum in government-aided secondary schools in Kumi district.
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Date
2026
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Busitema University
Abstract
This study investigated teachers’ capacity building and implementation of the CompetenceBased Curriculum (CBC) in secondary schools in Kumi District, Uganda. The study aimed to identify capacity-building strategies, assess CBC implementation, establish the effect of capacity building on implementation, and identify associated challenges. Guided by Kolb’s Experiential Learning Theory, the study adopted a convergent parallel mixed-methods design. The target population was 357 participants comprising teachers, students and school administrators. Data were collected using questionnaires and interview guides. A total of 302 valid responses were obtained, comprising 290 questionnaires and 12 interviews, representing an 84.6% response rate. Quantitative data were analysed using descriptive statistics, Spearman’s rank-order correlation and linear regression in SPSS version 27, while qualitative data were analysed thematically and integrated with quantitative findings. Content validity was acceptable, with I-CVI values ranging from 0.78 to 0.97. Capacity-building strategies were moderately implemented (M = 2.98, SD = 1.250), with workshops and seminars rated highest (M = 3.09) and coaching lowest (M = 2.84). Qualitative findings indicated that training and peer learning were available but irregular, while mentoring and coaching were weak. CBC implementation was moderate, with lesson preparation rated highest (M = 3.11) and use of assessment feedback lowest (M = 2.82). Teachers’ practical capacity to implement CBC was low (M = 2.30, SD = 0.779). A strong positive relationship existed between capacity building and CBC implementation (ρ = .703, p < .001), while regression showed that capacity building significantly predicted implementation (R² = .469, β = .685, p < .001). Challenges were high (M = 3.79), particularly inadequate instructional and ICT resources, heavy workload, insufficient subject-specific training, large classes, limited mentoring, and assessment difficulties. The study concludes that sustained capacity building is required to improve CBC implementation. It recommends subject-specific training, mentoring and coaching, peer learning, benchmarking, and regular post-training support.
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Oule, S. P. (2026). Teachers' capacity building and implementation of the competence-based curriculum in government-aided secondary schools in Kumi district. [Unpublished dissertation]. Busitema University.