Teachers’ Autonomy in Adapting Pedagogical Practices for Effective Implementation of the Secondary School Competency-Based Curriculum in Uganda

Abstract

This study intended to explore teachers' opinions on how much they used their autonomy to adapt their pedagogical practices as they implement the competency-based curriculum. The study used an online snowball sampling strategy, which involved sharing an online survey questionnaire with teachers on the authors' social media platforms, such as WhatsApp and emails, requesting participants to further share it in their networks.  One hundred ninety-three nationwide secondary school teachers for seniors one to four volunteered to participate in the study. The study adopted the cross-section design, grounded in the positivist paradigm, using quantitative data collection and analysis methods.  The study findings led the researchers to conclude that although teachers’ autonomy positively triggered their intrinsic motivation to innovate and contextualize the curriculum during the pre-active phase, they are yet to adapt to new pedagogies expected in implementing a competency-based curriculum.   The study recommends that the Ministry of Education and Sports as well as school administrators institutionalize the teachers’ use of their autonomy to adapt the competency-based curriculum in their school context.