Implementation of the Competence Based Curriculum Activities of Integration and Group Activities on Teachers’ Performance: A Case of Public Secondary Schools in Mbale District, Uganda R. Victoria Tamale Kaggwa, John Paul Kasujj

Abstract

The study focussed on assessing the Implementation of Competence Based Curriculum Activities of Integration and Group Activities on Teachers’ Performance in Public Secondary Schools in Mbale District, Uganda. Using a Cross sectional survey design with both quantitative and qualitative research approaches, a sample of 231 respondents was selected based on census and random sampling techniques. Both qualitative and quantitative data were collected using closed ended questionnaires and oral interview guides and data was analysed using descriptive statistics and Regression analysis while content method was used to analyse qualitative data. The study discovered that, activities of integration has a moderate significant influence on teachers’ performance (β = 0.573, p = 0.000<.05), and group activities has a strong statistically significant influence on teachers’ performance (β = 0.602, p = 0.000 < 0.05. The study concluded that, competence-based curriculum activities of integration and group activities are vital in enhancing teachers’ performance. The study recommended different stakeholders, that is to say, Government of the Republic of Uganda through the Ministry of Education and Sports, District Education Department and school administrators to provide mentorship, and resources in order to empower teachers in their roles so as to enhance teacher performance in government aided secondary schools in Mbale City.