Teachers’ Professional Development Programs and Implementation of the Competence-Based Curriculum in Uganda: A Case of Government Schools in Ibanda Municipality, Ibanda District

Abstract

This study examined the effect of in-service training on the implementation of the Competence-Based Curriculum (CBC) in government secondary schools in Ibanda Municipality, Ibanda District, Uganda. Using a descriptive research design with a mixed-methods approach, data were collected from 81 respondents, including teachers, head teachers, the Municipal Education Officer (MEO), and Inspectors of Schools. Quantitative data were obtained through questionnaires and analyzed using descriptive and inferential statistics, while qualitative data were collected through semi-structured interviews and analyzed thematically. The findings revealed that in-service training positively influences teachers’ preparedness, instructional practices, and competence in implementing CBC. However, challenges such as limited training frequency, inadequate follow-up support, and resource constraints affected the overall effectiveness. The study concluded that in-service training is critical to enhancing CBC implementation and recommended targeted capacity-building programs, regular mentoring, and provision of adequate teaching resources. Areas for future research include examining the role of peer coaching, continuous professional development, and ICT integration in improving CBC implementation outcomes.