Teacher’s Perceptions Of The Thematic Curriculum And Their Effect On Its Implementation In Primary Schools In Gombe Sub County, Wakiso District, Uganda.

ABSTRACT

The study set out to investigate the teachers’ perceptions of the thematic curriculum and its effect on its implementation in Gombe sub county, Wakiso district. The study was based on the following objectives: to investigate the teachers’ perceptions on provision of learning materials in the thematic curriculum, to investigate what teachers perceive about content coverage in the thematic curriculum, and to establish the teachers’ perceptions of the thematic curriculum and their professional training and development. The study employed purposive and convenient sampling techniques in order to get the required information from the respondents, who were teachers and school administrators in primary schools. A total number of 125 respondents were interviewed. The research employed both interview guides and questionnaires to collect the data. The findings of the study revealed that the teachers’ perceptions are very crucial in the implementation of the thematic curriculum and a positive relationship prevails between the teachers’ perceptions of the curriculum and their willingness and ability to implement it. Teachers had perceptions: that the thematic curriculum content was relevant for lower primary, but that the instructional materials provided were insufficient and therefore local language materials such as textbooks, dictionaries, and teachers’ guides were still required. They also perceived that capacity building and teacher training for the implementation of the curriculum was inadequate, and the number of teachers was not enough to enable the effective implementation of the thematic curriculum. The study therefore recommends that adequate instructional materials be provided to schools for the effective implementation of the curriculum. It also recommends that the Ministry of Education and Sports recruits more teachers to deploy to all the primary schools for effective implementation of the thematic curriculum. In conclusion, if the stake holders follow what has been recommended in this study, then thematic curriculum will be the best for lower primary and the teachers perception will be a myth 

TABLE OF CONTENTS

DECLARATION A

DECLARATION B

DEDICATION

ACKNOWLEDGMENT

TABLE OF CONTENTS

LIST OF FIGURES AND TABLES ix

ABSTRACT x

CHAPTER ONE 1

INTRODUCTION 1

1.0 Introduction 1

1.1 Background to the Study 1

1.1.1 Historical perspective 3

1.1.2 Theoretical perspective 4

1.1.3 Contextual perspective 6

1.1.4 Conceptual perspectiveS 8

1.2 Statement of the problem g

1.3 Purpose of the study 10

1.4 Specific objectives 10

1.5 Research questions 10

1.6 Hypotheses 11

1.7 Scope of the study 11

1.7.1 Geographical scope 11

1.7.2 Content scope 11

1.8 Significance of the study 11

CHAPTER TWO 13

LITERATURE REVIEW 13

2.0 Introduction 13

v

2.1 Theoretical Review .13

2.2 Conceptual frame work 14

2.3 Review of related literature:- 15

2.3.1 Teachers’ perceptions and provision of teaching materials for thematic curriculum... 15

2.4 Teachers’ perception of the Thematic curriculum and its effect on their professional

/capacity building 17

2.5 Content coverage in the thematic curriculum

CHAPTER THREE 21

METHODOLOGY 21

3.0 Introduction 21

3.1 Research Design 21

3.2 Study population sample 21

3.2.1 Sample size 21

3.3 Sampling strategies 22

3.4 Research instruments 22

3.5 Data collection 23

3.6 Testing validity and reliability of instruments 23

3.7 Testing reliability 23

3.8 Procedure 23

3.9 Data analysis 24

3.10 Unit of Analysis 24

3.11 Research Ethical Considerations 24

CHAPTER FOUR 26

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 26

4.0 Introduction 26

4.1 Background Information of Respondents 26

4.2.1 Teachers’ perceptions on provision of learning materials in the thematic curriculum: 29

4.2 Teachers’ perceptions on capacity building/training in the implementation of the

thematic curriculum in primary schools of Gombe sub county~ 32

vi

4.3 Effect of teachers’ perceptions on the implementation of the thematic curriculum in

Gombe sub county primary schools 35

4.4 Testing Hypotheses 37

CHAPTER FIVE 39

SUMMARY, DISCUSSION, CONCLUSION AND RECOMMENDATIONS 39

5.0 Introduction 39

5.1 Summary 39

5.1.1 Teachers’ perceptions on the provision of instructional materials and the

implementation of the thematic curriculum 39

5.1.2 Teachers’ perceptions on capacity building /training in the implementation of the

thematic curriculum 39

5.1.3 The effect of teachers’ perception on the implementation of the thematic curriculum

40

5.2 Discussion 41

5.2.1 The teachers’ perceptions on provision of instructional materials and implementation

of the thematic curriculum 41

5.2.2 Teacher training /capacity building and the implementation of the thematic

curriculum 42

5.2.3. Teachers perceptions on the thematic curriculum and its effect on its implementation

43

5.3 Conclusions 45

5.3.1 The teachers’ perceptions on provision instructional materials and implementation of

the thematic curriculum 45

5.3.2 .Teachers perceptions on capacity building and the implementation of the thematic

curriculum 45

5.3.3. Teachers perceptions on the thematic curriculum and its effect on its implementation

45

5.4 Recommendations 46

5.4.1 Teachers perceptions of the thematic curriculum and provision of the instructional

materials 46

5.4.2 Teachers perceptions on capacity building / training and the implementation of the

thematic curriculum 46

5.4.3 Teachers perceptions and its impact on the implementation of the thematic

curriculum 46

REFERENCES 47

APPENDICES 49

APPENDIX: 1 QUESTIONNAIRES FOR PRIMARY TEACHERS AND HEAD TEACHERS49

Appendix 2 INTERVIEW GUIDE FOR HEAD TEACHERS AND OTHER SCHOOL

ADMINISTRATORS IN PRIMARY SCHOOLS IN GOMBE SUB COUNTY, WAKISO DISTRICT. s~

Appendix 3: WORK PLAN 54

APPENDIX 4 BUDGET FOR THE RESEARCH 55