Teachers’ Related Practices and Challenges in Curriculum Implementation in Secondary School of North Shoa Zone

Abstract

This study aimed to evaluate the influence of teacher-related practices and barriers on curriculum implementation. A descriptive survey design was used, with 1799 participants, including 347 secondary school instructors and administrators, and data sources including district, zone, and regional teacher development programs and curricula. Participants were selected using common techniques and basic random sampling, and information was collected through questionnaires and interviews. The study revealed that challenges in curriculum implementation are primarily due to teachers' lack of professional and academic qualifications, academic competence, knowledge of curriculum implementation, student needs identification, inadequate pre-service and in-service training, inappropriate instructional planning preparation, and inadequate attitude, knowledge, and skills. Additionally, teachers' limited teaching experiences and methods contribute to this issue. Lastly, it was suggested that secondary school teachers should create a curriculum that supports their professional development, provides in-service training for both teachers and principals, ensures that teachers receive sufficient and consistent pre-service training, and encourages them to actively participate in curriculum preparation while also being able to perform their duties effectively in the classroom.