Title: Teacher Competence and Implementation of the Competence-Based Kiswahili Curriculum in Lower Secondary Schools in Uganda: A Case Study of Selected Schools in Mukono District
Authors: Nyachwara Edwin
Volume: 10
Issue: 7
Pages: 128-133
Publication Date: 2026/07/28
Abstract:
This study examined the relationship between teacher competence and the implementation of the competence-based Kiswahili curriculum in lower secondary schools in Mukono District, Uganda. Following Uganda's adoption of the competence-based lower secondary curriculum and the elevation of Kiswahili to a compulsory subject, effective implementation has depended heavily on the capacity of teachers to deliver learner-centred, competence-oriented instruction. The study investigated how subject-matter mastery, pedagogical competence, assessment competence, and language proficiency relate to curriculum implementation. A cross-sectional survey design with a mixed-methods approach was adopted, and data were collected from 180 respondents comprising Kiswahili teachers, heads of language departments, and head teachers using structured questionnaires, lesson observation checklists, and interviews. Descriptive statistics, Pearson correlation, and multiple regression were used for analysis. The results revealed a strong positive and significant relationship between teacher competence and curriculum implementation (r = 0.68, p < 0.01), with the competence dimensions jointly explaining 52.4% of the variance in implementation (Rē = 0.524). Pedagogical competence and language proficiency emerged as the strongest predictors. The study concludes that teacher competence is central to the effective implementation of the competence-based Kiswahili curriculum and recommends targeted in-service training, structured mentoring, and improved teacher preparation in learner-centred pedagogy and assessment.