Teachers’ Perceived Difference Between Content and Competence Based Curricula in Secondary School: A Case of Dar es Salaam Region.

This study investigated the perceived difference between content and competence-based curricula in secondary school classroom teachers in Dar es Salaam region. The objective of this study was to investigate the perceived difference between competence-based curriculum and content-based curriculum in Tanzanian secondary school teachers The samples for this study consisted of fifteen (15) classroom teachers in five secondary schools both co-education and single sex schools. Consultation was made to heads of institutions including National Examination Council of Tanzania. The data were collected through face- to face interview, document analysis and non-participant observation. These include, planning and teaching, assessment, availability of textbooks, textbook policy, class size, in-service training for classroom teachers and infrastructures. Through face-to-face interviews and documentation, the researcher found that lack of teachers’ involvement in the curriculum development and in-service training is a critical problem which makes teachers just implementers of the curriculum in use. The involvement of teachers in any curriculum review/design is any important aspect for effective implementation of any intended curriculum. The researcher recommends to the government and other education stakeholders to work on the factors such as class size, in-service training, availability of textbooks and infrastructures should be observed for quality education hence attain educational objectives. A there should be capacity building (in-service training) for classroom teachers and school quality assurance concerning the curriculum in use. Keywords: Competence based, Curricula and Teachers’ Perceptio