Teachers’ insights and attitudes toward the implementation of the competency-based curriculum in Addis Ababa

This study examined teachers’ understanding, beliefs, and attitudes toward the implementation of the competency-based curriculum in Addis Ababa. A concurrent embedded mixed-methods research design was employed. Data were collected from 384 teachers who were proportionately selected from all schools using a simple random sampling technique to complete the questionnaire. Additionally, 20 teachers were purposively selected for interviews. Quantitative data were analyzed using descriptive statistics, including mean and standard deviation, while qualitative data were analyzed thematically. The results of the study indicate that teachers have conflicting understandings of the goals of the competency-based curriculum. They report possessing a strong grasp of pedagogical content knowledge, general pedagogical knowledge, and subject matter knowledge. Additionally, teachers recognize the benefits of the competency-based curriculum for students in developing the outlined competencies. However, the findings also reveal that teachers exhibit moderately low attitudes toward its implementation; as a result, they were employing the basic principles of the competency-based curriculum only to a limited extent, including student-centered approaches, authentic learning, and authentic assessment methods. Finally, the study suggests several strategies to enhance teachers’ understanding, beliefs, and attitudes toward the competency-based curriculum. First, policymakers should ensure that teachers receive adequate training, supported by ongoing professional development and mentorship. Second, Education Bureaus should organize workshops and training sessions specifically designed to equip teachers with practical skills for implementing this innovative approach. Additionally, teacher training institutions can play a key role by integrating competency-based curriculum principles into their programs.