Evaluating Monitoring Strategies in the Implementation of the Competency-Based Curriculum in Uganda’s Selected Secondary Schools

The study examined the influence of monitoring practices on the implementation of the competence-based curriculum. The study focused on clocking time, the impact of attendance at meetings, and professional records on the implementation of a competence-based curriculum. The study employed a positivist paradigm, utilizing a cross-sectional and correlational design with a questionnaire administered to 133 teachers. Quantitative data were analyzed using correlation and regression analyses. Findings revealed that secondary schools have implemented all monitoring practices – such as time clocking, meeting attendance, and the preparation of professional records – to track teachers during the implementation of the competence-based curriculum effectively. Correlation analysis revealed a positive and significant relationship between monitoring practices, including clocking time, teacher attendance at meetings, professional records, and the implementation of competence-based curriculum. Nevertheless, the results generated from regression analysis were also consistent with the correlation results, except for the clocking time at school. The study concluded that attending collaborative meetings and preparing professional records to track content coverage significantly support the implementation of competence-based curriculum. It is therefore recommended that the MoES and secondary schools invest in teacher sensitization, regular evaluations, and professional development activities to strengthen these practices.