The Efficiency of Head Teachers in Coordinating Curriculum Implementation in Public Primary Schools in Tarime Town Council in Tanzania

Abstract

This study sought to examine the Efficiency of Head Teachers in Coordinating Curriculum Implementation in public Primary Schools in Tarime Town Council in Tanzania. The study was guided by two theories namely; implementation and coordination theories. Mixed research approach was employed for gathering, evaluating and interpreting the data. Convergent parallel research design was adopted for data collection and analysis. Population of the study was 578. The sample size was 123 participants selected through probability and non-probability sampling procedures. The study applied purposive and simple random sampling techniques to get sample for the study. Questionnaires and interview guides were used for data collection. Validity of the research tools was checked by research experts from St. Augustine University of Tanzania and reliability of the questionnaire was established by using Cronbach's Coefficient Alpha. The study findings revealed that head teachers efficiently coordinated curriculum implementation in schools by ensuring that teachers worked harmoniously by improving relationships among teachers; heads also set direction and created positive school culture. They also enhanced effective communication at school. Despite their efficacy, the study also found that most of the head teachers were not encouraging teachers to enrol for professional development courses. The findings also showed that head teachers had a challenge of ensuring accountability and creativity among teachers especially in attending classes as per the timetable. The study recommends that the local government authority should support heads of schools to address areas which they are not efficient such as encouraging teachers to enrol for professional development courses. This will contribute to effective implementation of curriculum and realisation of the aims of primary education in Tanzania.