Kiplangat Brian2026-08-242026-08-242026-08-24Kiplangat Brianhttps://bdears.busitema.ac.ug/handle/123456789/9086The study aimed at investigating the challenges facing mathematics teachers in the implementation of the Competence Based Curriculum (CBC) in selected secondary schools in Tororo District, Eastern Uganda. In Uganda, the CBC was introduced in February 2020 in the lower secondary education system with the aim of improving learners’ competencies through learner-centred approaches, critical thinking, problem-solving skills and continuous assessment. Although such reforms are in place, the shift from conventional pedagogical practices to competency-based education has been faced with many challenges for mathematics teachers, with questions being asked about the curriculum’s ability to produce the desired classroom results. The study was guided by three specific objectives: to establish the pedagogical challenges teachers of mathematics face in implementing learner-centred approaches under the CBC, to investigate resource challenges affecting the teaching of mathematics under the CBC, and to evaluate teachers’ readiness for CBC mathematics teaching in terms of training and confidence. Research design employed in this research entailed descriptive survey design and used both quantitative and qualitative approaches. Data was collected using questionnaires among 18 mathematics teachers and interviews involving 4 school administrators from four selected secondary schools in Tororo District, namely; Mahanga Senior Secondary School, St. Pius X Seminary Nagongera, Peta Community Secondary School and Town View Secondary School. It has been found that teachers have faced great pedagogical difficulties such as large class size making it hard for them to teach in a learner-centred way, shortage of time to conduct CBC activities and the need to cover syllabus in full. In terms of resource challenges, it was noted that there are not enough teaching aids and lack of ICT facilities with heavy reliance on improvised materials. On the part of teacher readiness, most of the respondents had undergone CBC training and felt confident to implement it, however, all of them stated that they require further professional development. The results of the study can be helpful to understand what issues are hindering implementation of CBC in Mathematics education and in what areas an intervention is necessary. The research will help the curriculum developers, policy makers, school administrators and Mathematics teachers to enhance implementation of CBC and achieve better results in Mathematics achievement among learners at Uganda Certificate of Education level.en-USBook