jmbe.2023.0011_teacher_challenges_new_business_curricula_Muhwezi @journal.mbe

Article

TEACHERS' CHALLENGES AFFECTING THE IMPLEMENTATION OF THE NEW BUSINESS SUBJECTS’ CURRICULUM IN SELECTED SECONDARY SCHOOLS IN UGANDA🔗

DESAFÍOS DE LOS DOCENTES QUE AFECTAN LA IMPLEMENTACIÓN DEL NUEVO PLAN DE ESTUDIOS DE MATERIAS DE NEGOCIOS EN ESCUELAS SECUNDARIAS SELECCIONADAS EN UGANDA🔗

Author(s)🔗

Innocent Muhwezi , Moi University, Kenya

https://doi.org/10.35564/jmbe.2023.0011

Abstract🔗

The study aimed at identifying the teacher challenges that affect Business Subjects teachers’ preparedness in the implementation of the new Business Subjects curriculum in selected secondary schools of Kabale district, Uganda. Based on the pragmatist perspective, a concurrent triangulation research design was adopted. Data were collected from 37 business subject teachers and 13 directors of studies across 13 secondary schools in Kabale district, making a total of 50 participants. Semi-structured interview schedules and closed questionnaires were used for data collection. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using a thematic analysis approach. Findings indicated that teacher challenges that affected the implementation of the new Business subject’s curriculum included: lack of adequate teacher in-service training; limited competent human resources among others. The quantitative findings as Business Subjects indicated that they were being faced with both inside and outside school challenges while in the implementation of the new Business Subjects curriculum This denoted also a high percentage of over 67% that was posted by all the items that were used to measure teacher challenges that affected Business Subjects teachers’ preparedness for the implementation of the new Business Subjects curriculum in both private and public secondary schools.

Keywords
Teacher challenges, new business subjects’ curriculum, curriculum implementation, secondary school, curricula, skills

Resumen🔗

El estudio tuvo como objetivo identificar los desafíos que enfrentan los docentes de materias de negocios que afectan su preparación para la implementación del nuevo plan de estudios de materias de negocios en escuelas secundarias seleccionadas en el distrito de Kabale, Uganda. Se adoptó un diseño de investigación de triangulación concurrente basado en la perspectiva pragmatista. Se recopilaron datos de 37 docentes de materias de negocios y 13 directores de estudios de 13 escuelas secundarias en el distrito de Kabale, lo que hizo un total de 50 participantes. Se utilizaron entrevistas semiestructuradas y cuestionarios cerrados para la recopilación de datos. Los datos cuantitativos se analizaron utilizando estadísticas descriptivas, mientras que los datos cualitativos se analizaron utilizando un enfoque de análisis temático. Los hallazgos indicaron que los desafíos que enfrentan los docentes y que afectan la implementación del nuevo plan de estudios de materias de negocios incluyeron la falta de capacitación adecuada para los docentes y la limitación de recursos humanos competentes, entre otros. Los hallazgos cuantitativos indicaron que los docentes de materias de negocios se enfrentaban a desafíos tanto dentro como fuera de la escuela en la implementación del nuevo plan de estudios de materias de negocios. Esto también denotó un alto porcentaje de más del 67% que fue registrado en todos los ítems que se utilizaron para medir los desafíos que enfrentaban los docentes y que afectaban su preparación para la implementación del nuevo plan de estudios de materias de negocios en escuelas secundarias privadas y públicas.

Palabras clave
Desafíos docentes, currículo de nuevas materias de negocios, implementación curricular

Received
2 January 2023

Accepted
1 May 2023

Copyright
This is an open access article under the CC BY-NC license.

Citation🔗

Muhwezi, I. (2023). Teachers' challenges affecting the implementation of the new business subjects’ curriculum in selected secondary schools in Uganda. Journal of Management and Business Education, 6(2), 222-239. https://doi.org/10.35564/jmbe.2023.0011

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