Chale, Wilford
(2018)
Teacher Participation in Curriculum Development Process: Views of Teachers from Selected Primary Schools in Mwanza City.
Masters thesis, The Open University of Tanzania.
Abstract
Teachers’ participation in curriculum development process is a contentious issue worldwide despite including Africa and Tanzania despite a recognition of their importance. The lack of expertise and clear framework for participation seem to dominant huddles. This study adopted a cross-sectional design using questionnaire and interview to collect data. A total number of 318 teachers from 20 regions of Tanzania were sampled using convenient sampling techniques. Analysis of the findings using descriptive statistics and thematic analysis revealed that, curriculum content did not reflect learning objectives due to poor participation of teachers on curriculum design and evaluation. Educational guides on the other hand do not include a policy that obliges involvement of teachers in curriculum review or change process. Moreover, level of participation of teachers on curriculum development was revealed very low as they were only involved in implementation process and in curriculum capacity building programs. However, the capacity building programs were perceived not effective due to time, resource, and budget constraints thus they do not accommodate efficient number of participants. The study conclude that, it is evidently teachers are not involved in curriculum review and change process rather implementation stage. In addition, curriculum capacity building programs are not effective since they do not involve adequate number of participants with regard to available population of teachers. Consequently, the study recommends government and curriculum developers to review educational guides policies on involvement of stakeholders particularly teachers in the curriculum development process. Further, changes of the current hierarchical structure of curriculum should be taken into account in accordance to the proposed structure.
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