Challenges Faced by Teachers in the Implementation of the New Curriculum in Selected Rural Primary Schools in Zimbabwe: A Quest for Quality in Education

Abstract

This study focused on interrogating challenges faced by teachers in the implementation of the Zimbabwe Schools New Curriculum in selected rural primary schools in Hwange District of Matabeleland North Province; in quest for quality in education. Qualitative methodology and case study design was adopted for the study. The study focused on three selected primary schools where teachers constituted the study population. A sample of 30 (N=30) primary school teachers was considered for the study and purposeful sampling was used to select participants; which ensured the identification of data-rich sources. Questerviews were used as the research instruments to gather data and interpretive phenomenological analysis (IPA) of generated data was done. Data were presented in point form picking on the various challenges raised by the different participants. The study revealed among other things, that there was limited consultation before introduction of the New Curriculum particularly between the relevant Ministry and primary school teachers, the New Curriculum is too diverse and somewhat controversial, there was shortage of appropriate teaching and learning resources for the implementation ot the New Curriculum as well as negative attitudes by some stakeholders towards certain learning areas of the New Curriculum and so on. Accordingly, the study concluded that teachers generally faced several challenges in the implementation of the New Curriculum in the rural primary schools studied. In view of this, the study recommends, among other things, that there is need for continual staff development for all rural primary school teachers and consultation with other stakeholders in order to help them understand and appreciate the New Curriculum in depth. In addition, there should be concerted efforts by the Ministry of Primary and Secondary Education to engage all education stakeholders in the provision of appropriate teaching and learning resources including textbooks and ICT resources in order to address the needs and the demands of the New Curriculum.