Examining Teacher’s Perspectives on Implementation of Curriculum Change for Primary Education in Kinondoni Municipality

The main objective of the study is to examine primary school teacher’s perceptions on the implementation of curriculum change for standard III to VI, with special reference to Kinondoni Municipality. Key focus was teachers’ perspectives on the implementation of the curriculum. The study was qualitative in nature and data were collected from 38 teachers through individual interview. Inductive approach was used to analyse qualitative data basing on the main ideas from each teacher’s responses. The results of the study show that teachers are not satisfied with their low participation in the process of curriculum change. In the actual implementation, the results revealed number of challenges including shortage of curriculum materials especially textbooks and inadequate training on curriculum change to both headteachers and ordinary teachers. In fact, teachers are not supporting the cascade approach used in training, because the trained teachers are facing problem in supporting others. Furthermore, the results indicate that tests and examinations are the main tools for monitoring and evaluation at schools. Lastly, it was noted that monitoring and evaluation is dominated by external approach conducted by school quality assurers. Generally, the study has revealed that the implementation of curriculum change is facing number of bottlenecks. To address the existing dilemmas, it is worth to provide more training to all teachers and head teachers as the primary implementers of the curriculum change. The supply of curriculum materials and other facilities must be given priority by Tanzania Institute of Education and the Ministry of Education, Science and Technology. Keywords: Curriculum, Curriculum Change, Curriculum Implementation and Primary Education Keywords: Curriculum, Curriculum Change, Curriculum Implementation and Primary Educatio