School administrators’ perceptions and challenges in the implementation of general secondary school geography curriculum

This study aimed to examine the implementation of the geography curriculum, particularly from the perspective of school administrators. The research explores the perceptions and challenges these administrators face in implementing the general secondary school Geography curriculum in Ethiopia, focusing specifically on the Sidama Regional State. The study employed qualitative research methods, gathering data from 11 purposefully selected respondents, including principals, department heads, and supervisors from six general secondary schools. In addition to interviews and observations, supplementary document analysis provided further insights into the state of curriculum implementation. The findings reveal that the implementation of the geography curriculum is generally ineffective. A key issue is the limited familiarity of administrators with the curriculum content, along with their lack of active engagement in the process. This lack of engagement significantly affects the overall effectiveness of curriculum delivery. The study also found that professional development opportunities for geography teachers are inadequate, which hinders efforts to enhance teaching quality and effectiveness. Among the main challenges identified were low motivation among educators, limited time for lesson preparation, and a predominant reliance on traditional lecture-based methods rather than student-centred instructional approaches. Additionally, language inconsistencies were evident, particularly with English usage deviating from national guidelines, which in turn impacted the performance of both teachers and students. The study also noted a significant scarcity of resources, including a lack of teaching materials and professional development opportunities, which further hindered effective curriculum implementation. Considering these findings, the study emphasizes the need for enhanced teacher training, improved resource allocation, and strategic support to create a more conducive learning environment. The implications of these findings are significant for policymakers, educational leaders, and curriculum developers, suggesting critical measures to strengthen curriculum delivery and improve educational outcomes in Ethiopian secondary schools.