Challenges Pre-Primary Teachers Face in the Implementation of the Revised Pre-Primary Education Curriculum in Tanzania

The study examined the challenges that pre-primary teachers encounter in implementing the revised pre-primary education curriculum, as well as the factors influencing its implementation. A mixed-methods approach was employed, using a case study research design. A convenient sample of 150 pre-primary teachers was selected from 150 primary schools with attached pre-primary classes. Additionally, 30 administrators were purposively selected from five designated zones, comprising 20 heads of schools, 5 quality assurers, and 5 education officers. Purposive, stratified, and simple random sampling techniques were used to select the participants. Data were collected through structured questionnaires, semi-structured interviews, and document reviews. The key findings revealed that pre-primary teachers face numerous challenges in implementing the revised curriculum. Notably, many teachers lack a clear understanding of the revised curriculum. Furthermore, they are constrained by a shortage of teaching and learning materials, overcrowded classrooms with inadequate infrastructure, and the absence of assistant teachers to support instructional activities. Additionally, administrators devote limited time to education supervision within their wards and districts, making it difficult for teachers to manage their responsibilities effectively. The study also identified that teacher capacity, availability of teaching and learning materials, and insufficient budgeting for pre-primary classes are among the major factors affecting curriculum implementation. Based on these findings, the researcher recommends that government authorities overseeing the pre-primary education program organize regular professional development sessions for both teachers and administrators, with a focus on the effective implementation of the revised curriculum.