Navigating Competency-Based Curriculum Implementation: An Analysis of Instructors’ Attitudes in Tanzanian Technical Education

Competency-Based Curriculum (CBC) is increasingly recognized as a significant paradigm shift in teaching and learning across various educational institutions. Instructors’ attitudes are crucial for the successful implementation of CBC, yet they are less investigated in Tanzanian Technical Education Training (TET) institutions. Guided by the Cognitive-Affective-Conative (CAC) model, this study examined instructors’ attitudes toward CBC TET institutions. A quantitative approach, particularly correlational research design was utilized to collect data. 337 out of 350 sampled instructors from 50 TET institutions across three regions—Mwanza, Dodoma, and Arusha—completed the questionnaire. The sampling techniques included stratified and simple random sampling to ensure a representative selection of study areas and instructors. Data were gathered through a structured questionnaire and subsequently analyzed using both descriptive and inferential statistical methods. Notably, the findings revealed that instructors generally held a high positive attitude toward CBC. One-way ANOVA indicated a statistically significant difference in instructors’ attitudes toward CBC; age, educational level, and CBC training significantly influenced variations in instructors’ attitudes, while gender, teaching experience, and promotional rank did not show significant effects. For policy and practical implications, this study recommends training and policy initiatives aimed at enhancing domains of instructors’ attitudes toward CBC in TET institutions.