Curriculum Change and Teacher Participation: A Comparative Study in Adventist Secondary Schools in Uganda and Tanzania

Baraka M. Ngussa, Mark M. Waiswa, Lazarus N. Makewa (Corresponding Author)
ndikul@gmail.com – University of Eastern Africa, Baraton

ABSTRACT

This study attempted to explore curriculum change and teacher participation in terms of frequency, significance, and preparedness in Ugandan and Tanzanian Adventist Secondary Schools. Convenient sampling established 130 teachers who filled the questionnaire. Descriptive statistics established mean scores for teachers’ attitudes while t-test determined differences. Expert judgment validated research instrument and acceptable reliability was established through SPSS. The study establishes that teachers regard curriculum changes important for school operations but they are not comfortable with modalities of curriculum change. Changes are introduced before sufficient time elapse and thus teachers are not comfortable with the pace. There is lack of teacher preparedness for curriculum changes due to absence of seminars and workshop. The rate of teacher involvement in both countries is very low and channels to air out their views are not clear. The study recommends that changes should be introduced after sufficient time elapses. Administrators in Adventist education systems need to increase the rate of teachers’ involvement in curriculum changes and organize for frequent seminars and workshops before new changes are introduced.