Asian Journal of Education and Social Studies

The study explored teachers’ perceptions of collaborative curriculum planning in supporting the implementation of competence-based curriculum (CBC) in public primary schools in Geita District, Tanzania. The study adopted a qualitative research approach, using a case study design to obtain in-depth information on the implementation of competence-based curriculum (CBC). The study involved 44 participants, including 2 District Education Officers (DEOs), 7 head teachers and 35 class teachers. Interviews, focus group discussions and document analysis were used to collect field data. The data were analysed thematically. The findings indicated that collaborative curriculum planning plays a significant role in supporting the effective implementation of the competence-based curriculum in public primary schools in Geita District. Specifically, joint lesson preparation, team teaching, peer learning, sharing of teaching strategies, and mentoring were found to enhance teachers’ professional competence, confidence, teamwork, and use of learner-centred teaching practices. The findings further indicated that collaboration provides teachers with opportunities to share knowledge and teaching experiences, learn from one another, and jointly address challenges faced in the implementation of the competence-based curriculum. However, the effectiveness of collaborative curriculum planning was constrained by unequal participation, reluctance to collaborate, and limited commitment among some teachers. These challenges reduced the consistency and effectiveness of collaborative activities in some schools. The findings therefore suggest that active teacher participation, supportive school leadership, regular collaborative activities, and an environment characterized by teamwork, mutual trust, and professional learning are important for strengthening collaborative curriculum planning and improving the implementation of the competence-based curriculum.