Exploring The Role of Primary School Teachers in the Process of Curriculum Development in Tanzania: A Case of Kinondoni Municipality.

This study explored the roles of primary school teachers towards curriculum development process in Kinondoni Municipality. The study was guided by three specific objectives, which were; to assess the involvement of teachers in curriculum development, to evaluate the position of teachers towards curriculum development, and to analyze the challenges encountered in involving teachers in the process of curriculum development. The study was guided by system theory developed by Ludwig von Bertalanffy. The study employed mixed research approach, which combines both quantitative and qualitative research approach. Forty three participants including primary school teachers and education officers in Kinondoni were involved in the study. The study was guided by descriptive research design whereby thematic analysis and descriptive statistics were used for data analysis. In this study various tools such as interview, questionnaire, and documentary review were used for data collection. Findings indicated that teachers, especially primary school teachers were not fully involved in the process of curriculum development. It was also discovered that teachers had no power to influence the decisions regarding the objectives and content aspects of the curriculum. In this study it was recommended that, teachers should be taught all processes of curriculum development and given a chance to participate in curriculum development process in all stages. Also, other research using different designs should be conducted in the area of curriculum development because curriculum is very crucial in the development of any nation. Keywords: Curriculum, Curriculum Development and Teacher