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This study examined the administrative challenges on curriculum implementation in public
secondary schools in Nyamagana District – Mwanza City, Tanzania. The study was guided
by four objectives including: to identify the administrative challenges preventing effective
curriculum implementation, to find out the effects of administrative challenges on academic
performance, to examine the roles of school heads in ensuring effective curriculum
implementation, and to determine possible measures to overcome the administrative
challenges facing curriculum implementation in public secondary schools in Nyamagana
District. The study was guided by two theories: Administrative Management Theory and
The Catalytic or Implementation Theory. The study adopted a convergent parallel design
and a sample size of 172 respondents. Questionnaires and interview guide were employed
in data collection. Validity and reliability of the instruments were tested and given to the
respondents when the two were assured. Descriptive statistics was used to analyze
quantitative data with the help of SPSS version 20 while qualitative data was analyzed
thematically by creating themes. It was revealed that school administrators face many
challenges which lead into their failure to implement the curriculum such as lack of
infrastructure, lack of curriculum implementation guidelines, insufficient funds,
overcrowded classrooms, heavy workloads, teachers’ lack of commitment, complexity of
managing curriculum, and school heads’ inability to supervise curriculum delivery. It is
recommended that the Government should provide more funds whenever it rolls out an
education innovation so as to enable the schools to effectively implement the innovation.
There is also a need to conduct seminars and workshops for school administrators to enable
them to effectively implement curriculum innovations in secondary schools. |
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