Teachers' preparedness and attitudes in the implementation of the lower secondary school compeitnce-based curriculum in Rukungiri district, Uganda

Abstract

Uganda's lower-secondary Competency-Based Curriculum (CBC) requires teachers to redesign lesson delivery, assessment, and classroom facilitation. In rural districts, implementation appears uneven. This study examined teachers' preparedness, attitudes, and implementation effectiveness, tested group differences (gender, sector, education), and assessed whether attitudes mediate the preparedness—implementation link. A pragmatic, convergent mixed-methods design was used in 13 schools (Rukungiri District). Quantitative data were collected from N — 233 teachers using 12-item Likert (1—5) scales per construct (Preparedness, Attitudes, and Implementation). Reliability was high (a:Preparedness.913; Attitudes — .846; Implementation — .881). Parametric analyses (t tests/ANOVA, Pearson r) and PROCESS Model 4 mediation (bootstrap CIS) were applied. Qualitative data (interviews with 13 head teachers; two FGDs with student leaders) underwent inductive thematic analysis. Ethical approvals and informed consent were obtained. Preparedness subscales centered near the midpoint with dispersion: Knowledge & Understanding (M = 3.0472, SD = l. 1345), Instructional Design (M = 3.0494, SD = 1.1299), Classroom Practice (M = 3.0418, SD = 1.1286). Attitudes were similarly neutral on average (TA total: M = 3.0071, SD = 0.8858), with subscale means: Perceptions (M = 2.9989, SD = 0.9808), Professional Motivation (M 3.0193, SD = I .0564), Change Orientation (M = 3.0032, SD = I .0031). Implementation was visible but inconsistent (El total: M = 3.0182, SD = 0.9593); the Assessment & Feedback strand showed the greatest variability. Bivariate associations were moderate and positive: TP—TA r = .615, TP—EI r — .507, TA—EI r — .585 (all p < .001). Group comparisons showed no significant differences by gender or employment sector for attitudes or implementation; education level showed small attitude differences (TA total: = 3.723, p = .026; Change Orientation: = 4.536, p = *012; Tukey: Master's > Diploma). Mediation indicated a significant indirect effect of preparedness on implementation via attitudes (partial mediation; direct effect remained positive). CBC uptake is present but uneven. The teachers exhibit foundational preparedness and constructive attitudes, yet implementation, especially competency-based assessment, remains fragile. Attitudes act as a hinge, transmitting a meaningful share of preparedness into everyday practice. At the System level, disseminate subject-specific exemplar/task banks, mini-rubrics, and one- page competency records; provide school-embedded coaching. At the school level, protect weekly co-planning huddles, build shared task/rubric banks, and run brief observe—feedback—refine cycles. At the classroom level, pair authentic tasks with 3—4-criterion mini-rubrics, use quick feedback routines, and maintain a one-page competency tracker. Future work should include classroom observations and longitudinal designs to link teacher routines with learner outcomes.