Assessment of Teachers’ Knowledge on English Language Competence Based Curriculum in Secondary Schools of Sumbawanga Municipality, Tanzania

The study sought to assess teachers’ knowledge on English language competence based curriculum in secondary schools of Sumbawanga Municipality. Specifically, the study intended to, assess teachers’ understanding of the concept of English language competence based curriculum in secondary schools, assess how teachers use English language competence based techniques during teaching and learning process, examine the use of assessment tools and procedures in implementing English Language Competence Based Curriculum (ELCBC) and also to examine the effectiveness of teachers’ knowledge in implementing ELCBC. The study was guided by the conceptual framework adopted from (Akker, 2010, Goodlad, 1975).The study adopted the qualitative research approach with a single case study design. A total of 97 respondents participated in this study, comprising 36 English subject teachers, 54 form four students, 6 heads of schools and 1 district education officer. Data were gathered through interview, focus group discussion, documentary review and observation checklist. The qualitative data were analyzed manually through content analysis.The research findings indicated that sampled English subject teachers lacked the understanding of English language competence based curriculum. This hindered students to achieve the intended competences which enable them to be competent in English language usage. Hence because teachers have narrow understanding of ELCBC even the implementation in classes is also poor due to inefficient knowledge. With regard to research findings of this study, it has been revealed that teachers are still lacking enough knowledge on how to implement competence based curriculum although they were trained since in their teachers’ colleges. They are still in transition stage of moving from content based curriculum to competence based curriculum hence this situation makes them to stick on the tradition method of teaching. Learner-centered technique which is well known to teachers is group discussion strategy only, but although they understand group discussion strategy using it in the implementation is still a challenge. Again, teachers’ knowledge in using assessment techniques is still a challenge because the only technique which is used is paper and pencil technique. Assessment techniques which facilitate listening and speaking skills are not known by subject teachers. Based on the findings of this study, the researcher proposes two sets of recommendations. Firstly, since the recently employed teachers are also lacking enough knowledge on ELCBC, the responsible institution for curriculum and development should continue giving in-service training to college tutors how to train their prospected-teachers on effective implementation of English language competence based curriculum. Secondly, In-service training on ELCBC should involve all teachers and not only few teachers as it is done in secondary schools. Also the TSCs in every ward should be improved and used by teachers to share knowledge on how competence based curriculum can be implemented effectively. Finally, English language teachers are required to use the assessment techniques and procedures indicated in the syllabus for secondary schools.