Factors affecting the implementation of four selected areas of the Zimbabwe infant competence-based curriculum in Shamva : educators’ experiences

Abstract

This study explored the experiences of infant teachers (ECD A-Grade 2) in the teaching of the four selected areas of the New Curriculum namely: Mass Displays, Visual and Performing Arts, Physical Education and Information Communication and Technology. The New Curriculum, which is competence-based, was introduced in January 2017. The study was guided by the selfefficacy theory. A qualitative approach was used in this case study. Twenty participants were purposively selected from 3 primary schools and one teachers’ college in Shamva District of Mashonaland Central Province in Zimbabwe. Data generation was done through face-to-face interviews, semi-structured questionnaires which yielded open answers, focus group discussions and classroom observations. The data gathered were analysed using the constant comparative method for thematic coding in line with the research questions. The major findings were that teachers felt that they were not competent enough to teach the selected areas of the curriculum and that there was high teacher-pupil ratio, lack of support from parents, inadequate resources and failure to use the mother language. This study recommends that the Ministry of Primary and Secondary Education (MoPSE) should address the needs of teachers through professional development so as to ensure effective implementation of the selected areas of the curriculum at infant level.