Quantitative analysis: Linking Instructors’ Attitudes and Competency-Based Curriculum Implementation in Tanzanian Technical Education and Training

Abstract

The implementation of Competency-Based Curriculum (CBC) represents a transformative shift in education focus in reshaping education to real-world application. Instructors play a crucial role in the implementation of CBC, yet their attitudes as a significant factor for successful execution is not adequately addressed. By using quantitative approach and correlational research design this study examined the relationship between instructors’ attitudes toward CBC and implementation profile in Tanzanian Technical Education and Training (TET) institutions. Likert scale questionnaire was employed to collect data from 337 instructors. Stratified and simple random sampling technics were used to select the areas of study, TET institutions and instructors respectively. Both descriptive and inferential statistical methods were used to describe variables and to determine variables relationships respectively. The study revealed a positive moderate relationship between instructors’ attitudes toward CBC and implementation profile (p < 0.05). impliedly, fostering positive attitudes among instructors is essential for the effective implementation of CBC in Tanzania’s TET institutions, as these attitudes significantly influence both the implantation process and educational outcomes. It was concluded that instructors attituded influence their implementation of CBC in TET institutions. Therefore, the study recommends cultivation aspects for enhancing instructors’ attitudes for facilitating effective CBC implementation.