| dc.description.abstract | The purpose of the study was to investigate the relationship between teacher competence and curriculum implementation in pre-primary schools in Itanda Parish, Iganga. The study's specific objectives included; to establish the competences teachers need to implement curriculum in preprimary schools, to establish ECD teachers competence levels in implementing the curriculum in pre-primary schools, to establish professional development activities that enhance teacher competence to implement curriculum in pre-primary schools and to determine the extent to which pre-primary curriculum is implemented. The target population for this study were the
Head teachers and teachers from the pre-primary schools of Itanda Parish, Iganga District. The parish consisted of 32 pre-primary schools which are managed by 96 teachers who will be targeted for the study. A sample size of 77 respondents consisting of 45 teachers and 32 head teachers was considered for the study. This study was conducted using descriptive research design with mixed-methods of qualitative and quantitative techniques. Purposive sampling was used for the study .Questionnaires and interview guides were used for data collection in addition to observation method. Data sources were both primary and secondary. The findings revealed that 65.3% variance in curriculum implementation is attributed to teacher competence (Adjusted
R Square = .651), thus this reveal that teacher competence is more statistically significant predictor of curriculum implementation (Beta = .808, Sig. = .000). In general, the regression model fit was significant at sig. = .000. In conclusion, it was established that there is a relationship between teacher competence and curriculum implementation. The more competent teachers are, the more effective the implementation of curriculum becomes. It was established that teachers need a number of competencies to enable them implement ECD curriculum efficiently and effectively. This includes developing the ability to make ECD schemes, ability to organize and manage ECD instructional processes and understanding the key statutory instruments that govern the teaching profession. This implies that nursery teachers require regular training so as to improve their skills in curriculum implementation. The study recommended that the government should promote in-service training of pre-primary teachers so as to improve their skills in curriculum implementation. School managers should allow teachers to attend education conferences and seminars so as to gain more skills in their field. | en_US |
