8 .
Journal of Curriculum Indonesia http://hipkinjateng.
org/jurnal/index.
php/jci Quantitative Analysis: Linking InstructorsAo Attitudes and Competency-Based Curriculum Implementation in Tanzanian Technical Education and Training Lilian Otieno.
Dr.
Calvin Zakaria Swai .
Dr.
Huruma Bwagalilo Olofea.
Department of Business Administration.
College of Business Education.
Tanzania .
Department of Educational Psychology and Curriculum Studies.
College of Education.
University of Dodoma.
Tanzania .
Keywords Abstract
____________________
________________________________________________________________
Link and Match.
Graduate Competencies.
Vocational Attitude.
Competency Based Curriculum.
Instructors.
Technical Education 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 instructorsAo 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 instructorsAo attitudes toward CBC and implementation profile .
< 0.
impliedly, fostering positive attitudes among instructors is essential for the effective implementation of CBC in TanzaniaAos 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 instructorsAo attitudes for facilitating effective CBC implementation.
e-ISSN 2549-0338 Journal of Curriculum Indonesia 8 .
INTRODUCTION For years.
CBC has been gaining popularity in education.
The shift to CBC is an attempt to make education more efficient, economical, relevant to studentsAo lives and, occupational demands (Anane, 2013.
Isaboke.
Wambiri, & Mweru, 2.
CBC is an education approach that focuses on acquisition of skills, knowledge and values (Boahin 2.
Drivers such as knowledge-based economy.
Sustainable Development Goals (SDG.
, national development agenda, the need to bridge the gap between education and work industry are driving the shift towards CBC in TET globally (Anane, 2013.
Hatmanto, 2017.
Hipolite, 2019.
URT, 1.
In this era work industries become more skilled necessitate the creation of graduates with appropriate competencies to match the demands Hipolite .
Thus.
CBC become crucial in aligning era demands and education (Mutonya, 2.
This is because integrations of CBC model in education systems is a means to deal with real-world development situations and for a sustainable future.
The idea that accessibility and promotion in the world of work depend on educational achievement oiled the introduction and integration of the CBC became inevitable.
Following the pressing need to preparing learners to act for sustainability, significantly, countries shifted to competence-based education approaches.
Developed countries like USA.
UK.
Germany.
Netherlands, and Australia become the first to adopt CBC followed by developing countries like South Africa.
Ghana.
Nigeria.
Kenya.
Rwanda and Tanzania to mention the few shifted to CBC and introduced CBC at all levels of education TET inclusive (Rutayuga, 2014.
Ruth & Ramadas, 2.
The primary target was for the countries to enjoy the benefits of this paradigm which include enhanced opportunities for coaching, tailoring and modifying education plans to the specific learner needs.
However, since then, the implementation of CBC has not been effective and has become a challenge in different countries (Amunga.
Were, & Ashioya, 2020.
Gulled, 2023.
Ngeno, 2023.
Nsengimana.
Mugabo, & Hiroaki, 2.
Descriptively, factors that hinder effective execution of CBC differs from one country to another.
However, the mostly challenges attributed from the institutions, the curriculum itself, educators, leaners and community at large (Akala, 2021.
Musitha & Mafukata, 2.
Tanzania recognizes TET as a critical driver of economic development and a solution to unemployment challenges.
The shortage of skilled manpower has been identified as a key obstacle to progress, with TET policies and institutions tasked to address this gap through innovative training programs (URT, 1.
Widely.
TET is essential for unlocking individual and societal potential, fostering adaptability in a dynamic world (Anane, 2.
Reflecting this importance and pressing goals TanzaniaAos development vision 2025 emphasizes education reforms designed to meet national aspirations and global demands by prioritizing human resource development, poverty reduction, employment generation, and economic growth.
In this line, an appropriated education and training program shaped by innovative curriculum would become a solution for the TET mission.
To achieve these objectives, the National Council for Technical Education (NACTE) introduced CBC in 2002 TET institutions, drawing insights from international research and practices the implementation of CBC in TET institutions (Tambwe, 2.
CBC was specifically designed to bridge existing skills gaps by aligning education with industry needs, and addressing unemployment challenges (Ayonmike.
Okwelle, & Okeke, 2014.
Boahin, 2018.
Hatmanto.
Following the pressing need in Tanzania.
CBC was introduced in 2000 and implemented in TET institutions by 2002 (Tambwe, 2.
The shift was oiled by global frameworks like SDG 4.
7 and regional agreements such as the East African Community, and National policies, including the Education and Training Policy .
and Tanzania Development Vision 2025 .
(Gulled, 2023.
Mgaiwa, 2021.
Nzima, 2016.
UNESCO, 2016.
URT, 2018.
1995, 2000, 2.
Saved as regulatory frameworks, these policies aimed to enhance TET education by equipping learners with the competencies needed for workforce success and global competitiveness.
Since the adaption of CBC, the government has taken various measures to support implementation.
These includes.
establishment of policy statements, training instructors, improving infrastructure, and introducing quality assurance mechanisms (NACTVET, 2022.
URT, 2021, 2.
Journal of Curriculum Indonesia 8 .
However, despite the effort.
CBC implementation faces challenges in TET institutions as traditional instructional practices still exist in TET classrooms with instructors reported minimally implementing the CBC contrary to country expectation (Kanyonga.
Mtana, & Wendt, 2019.
Mmari.
Lilian.
Stephen, & Osaki, 2019.
Tambwe, 2.
It was found that traditional teaching method dominating classes, with paper pencil still a major assessment method.
Consequently, the anticipated results of CBC have not yet been realised (Amani, 2017.
Ndyali, 2.
Rwezaura .
reports that teachers treat CBC as a waste of time and only implement it for examination purposes.
This is contrary to national and international policy statements and agreements as articulated in UNESCO .
URT .
6, 2000, 2018, 2.
, which emphasise the importance of quality education for skilled and life sustainability.
Scholars warn that current classroom practices hinder graduates' competency development, leading to theoretical competence but lack of job-related competencies if serious measures aren't taken (Ndyali, 2016.
Tambwe, 2.
Implies that, with the current CBC implementation in TET institutions, more efforts are needed.
Thus, this situation calls for further research for the effectiveness of CBC implementation.
Drawing from literature instructors serve as vital agents in implementing the CBC by integrating their personal agency with institutional frameworks and resources.
Vandeyar .
believes that a successful implementation of CBC necessitate that instructors hold beliefs that are consistent with their teaching practices and willing to embrace or prepare for these changes.
Their attitudes are critical, as positive beliefs are necessary for successfully infusing CBC into instructional practices.
From a psychological perspective, attitudes act as motivators that shape choices and behaviours (Ajzen, 2020.
Ajzen & Fishbein, 2000.
Bakanauskas.
Kondrotien, & Puksas, 2020.
Katz, 1.
Implying that, the success of the CBC relies on instructors' willingness and ability reflected in their attitude, as they are essential facilitators of effective classroom practices.
As the studies reveal a limitation in CBC implementation in TET institution, ultimately, there is a need to understand the influence of instructorsAo attitude on their CBC implementation practices.
This study Several studies have examined the implementation of Competency-Based Curriculum (CBC) and instructors' attitudes across different regions (Kanyonga et al.
, 2019.
Mgaiwa, 2021.
Mutonya, 2022.
Ngeno, 2023.
Ngeno.
Mwoma, & Mweru, 2021.
Nsengimana et al.
, 2020.
Ramadhani, 2017.
Tambwe.
Vumilia.
Lilian.
Stephen, & Kalafunja, 2.
there remains limited understanding of how these attitudes specifically influence CBC implementation in Tanzania TET institutions.
Even when there were attempts to investigate this relationship the investigation and result were mostly in general way with the neglection of attitude components .
ognitive, affective and conativ.
, implying that they studied impact of attitude toward CBC on its implementation partly, yielding general impressions while missing the finer details of instructorsAo beliefs, feeling and intentions on CBC.
Again, the results were mostly restricted to contextual, methodological and theoretical limitations, limiting the understanding of the existing To comprehensively examine the relationship between instructors' attitudes and the implementation of CBC, this study employed the TRA supported by Cognitive-Affective-Conative (CAC) attitude model.
By CAC model, attitude is understood through is three components: cognitive, affective, and conative.
This allowed comprehensive analysis and clear understanding of the interplay between instructors' attitudes and CBC implementation dynamics.
these findings can to assist TET institutions and policymakers in making informed decisions to improve the quality and relevance of TET programs nationwide, with the ultimate goal of enhancing educational outcomes.
To address these dynamics, this study was guided by the one hypothesis.
There is a positive relationship between instructors' attitudes toward CBC and CBC implementation profiles in Tanzanian TET institutions (H.
Journal of Curriculum Indonesia 8 .
LITERATURE REVIEW Attitude and Theory of Reasoned Action The Theory of Reasoned Action (TRA) provides a framework for understanding the link between attitudes and behavior (Ajzen, 2.
Focusing on volitional behaviors, the theory postulates that a person's intention to perform a behavior is the immediate determinant of that action (Ajzen, 1.
, behavior is the product of behavioral intentions (Fishbein & Ajzen, 1.
TRA posits that attitudes significantly influence behavioural intentions, which then drive behavior (Fishbein & Ajzen, 1.
Suggesting that individualsAo actions are primarily rational and based on a systematic evaluation (Ajzen & Fishbein, 1980.
Ajzen .
This study adopts the Cognitive-Affective-Conative (CAC) model to dissect the "attitude" component of TRA.
The CAC model suggests that attitudes are not unidimensional but comprise cognitive, affective, and conative elements (Eagly & Chaiken, 1993.
Zanna & Rempel, 1.
Therefore, instructors' attitudes toward CBC, as understood through the CAC model, are expected to shape their intention to implement CBC in TET institutions.
From a psychological perspective, attitudes are considered latent constructs that significantly affect choices and decisions regarding actions (Bakanauskas et al.
, 2.
This suggests that individuals may not be consciously aware of how their attitudes influence their behaviours.
therefore, understanding individualsAo attitudinal dispositions is essential for developing effective strategies to stimulate desired According to TRA, individuals engage in a rational process where they evaluate the information and potential outcomes associated with their actions.
Therefore, if individuals possess positive attitudes toward the instructions provided for CBC implementation, they are more likely to perceive favourable consequences and thus be motivated to act accordingly.
Conversely, negative attitudes may lead to a lack of engagement or resistance to implementing CBC practices.
The Notation of CBC and its implementation CBC has gained significant popularity in recent years, yet its definition remains elusive and varies across educational systems (Le.
Wolfe, & Steinberg, 2.
Ntongieh, 2.
Scholars have noted a lack of standardization and theoretical foundation in competency-based education, complicating its application and leading to various synonymous terms such as Proficiency-Based Education.
Mastery-Based Education, and Outcome-Based Education (Book, 2014.
Riesman, 1979.
Ntongieh, 2.
Despite these variations, it is commonly understood that the CBC approach focuses on developing and demonstrating specific competencies .
nowledge, attitudes, and skills,) necessary for real-world application and lifelong learning (Sifuna.
Obonyo, & Talam, 2019.
Spady, 1.
CBC aims to equip learners with the skills needed to tackle future challenges through a flexible educational model tailored to their needs and interests (Anane, 2013.
Pragya & Padmanabhan, 2.
Thus, as an outcome-based approach, it creates diverse teaching strategies to promote competency development (Gulled, 2023.
Levine & Patrick, 2019.
Watadza & Lungu, 2.
CBC focuses on developing student competencies through diverse, participatory teaching strategies and meaning assessment making the learning process contextual, adaptable, and interactive (Gulled, 2023.
Lam & Hassan .
Levine & Patrick, 2019.
Watadza & Lungu, 2.
Rooted in constructivist principles.
CBC places the learner at the center, with instructors acting as facilitators who encourage collaborative learning and the development of soft skills, professional competencies, and attitude (Boahin & Boahin, 2018.
Patil & Kudte, 2.
CBC texts suggested teaching and learning strategies such as inquiry-based, problem-based, project, case study, discovery-based, presentations, discussion, simulations, case-based teaching, and discovery based learning.
brainstorming, presentations, discussion, small groups, guided practice, simulations, roleplaying, questioning, role-playing, study visits and the use of technology, are are prioritized to ensure students engage actively in the learning process (Ismajli & Krasniqi, 2022.
Sturgis & Casey, 2018.
Watadza & Lungu, 2.
In a similar vein.
CBC uses a variety of assessment methods, such as portfolios, project work, and real-world tasks, to offer a comprehensive evaluation of studentsAo skills and competencies (Paulo, 2014.
Sturgis & Casey, 2.
The goal is not only to achieve learning outcomes but also to foster Journal of Curriculum Indonesia 8 .
personalized instruction that ensures student participation (Sturgis & Casey, 2.
Being flexible and selfpaced model.
CBC allows students to progress based on their mastery of the material, emphasizing critical thinking, problem-solving, and practical application over memorization.
Scholar globally has studied implementation of CBC as the educational approach and found a mixed For example, studies such as (Ruth & Ramadas, 2.
underscoring the importance of contextualizing CBC to align with local socio-economic realities while maintaining international standards.
Studies reveals that in many countries implantation of CBC fall short (Sifuna et al.
, 2.
For example, in Kenya, challenges such as inadequate teacher training, resource shortages, and limited parental involvement have hindered CBC success (Isaboke.
Wambiri, & Mweru, 2021.
Sifuna et al.
, 2.
In the same context, (Nduku & David, 2.
report a shortage of trainers in Kenyan TVET institutions due to increasing enrolment.
Similarly.
Tanzania barriers such as low teacher understanding of CBC concepts, large class sizes, and insufficient infrastructure continue to impede its effectiveness (Tambwe, 2.
addition, (Wongnaa & Boachie, 2.
study emphasize the importance of teaching aids, effective supervision by authorities, and incentives for educators in creating a supportive environment for CBC Study by Famau .
in Tanzania further observed gap in university curriculum where by teacher training program for diploma English language teachers covers more CBLT approaches compared to the university colleges.
These challenges highlight the need for targeted interventions to address both technical and contextual barriers.
Again, implementer preparedness is consistently identified as a critical factor influencing the success of CBC.
David .
exposed effective teachersAo professional qualifications, pedagogical content knowledge, technological skills, and perceptionsAo influence implementation of CBC.
Research by Komba & Mwandanji .
reveals that Tanzanian teachers often lack adequate training in CBC principles, affecting their ability to design lesson plans and engage students effectively (Tambwe, 2.
Similar gaps are reported in other countries, such as Ethiopia, where Habtamu .
found significant deficiencies in teachers' training program practices are not aligned with CBC standards.
For example, the study report that TVET teacher training program curriculums lack coherence in terms of curriculum design and practices.
The TVET teacher training program curriculum is not based on a careful analysis of what professional competencies teachers require to teach in TVET and the knowledge and skills gap of incumbent teacher As the result, most of the instructional practices in TVET which are critical in CBC, are not well fostered in practice.
To mitigate these challenges, several studies propose actionable solutions to enhance CBC Tambwe .
recommends targeted pedagogy training programs to improve teachersAo understanding of CBET approaches, while (Rwigema & Andala, 2.
advocate for integrating technological tools into teaching practices to meet modern educational demands.
Cheptoo and Ramadas .
emphasize the importance of aligning curricula with local contexts while maintaining global standards to ensure relevance and effectiveness.
However, there remains limited exploration of instructors' underlying beliefs or resistance toward adopting CBC principlesAia critical gap that must be addressed to design interventions targeting both technical barriers and attitudinal factors.
InstructorsAo Attitude and CBC Implementation Numerous studies worldwide have explored educators' attitudes toward CBC and its implementation in educational settings (Egodawatte, 2014.
Joel, 2017.
Madsen, 2020.
Murithi & Yoo, 2021.
Ngeno et al.
Nthiga, 2023.
Ogula & Wambiya, 2.
Positive attitudes among educators were found to be crucial for the successful implementation of CBC in various educational context (Madsen, 2020.
Murithi & Yoo.
Muzvondiwa & Gudyanga, 2024.
Mwagunga.
Wanjala, & Kisilu, 2020.
Vumilia et al.
, 2.
For example.
Mwagunga et al.
found that trainers in Kenya possessed a solid understanding of the concepts and objectives underlying the Competency-Based Education and Training (CBET) curriculum.
The findings of Rogers .
in the United States established a positive and significant association between teachersAo attitudes toward CBC and the level of its implementation.
Additionally, the study by Ogegbo.
Tijani, and Adewusi .
revealed that teachers across three African countries hold a positive Journal of Curriculum Indonesia 8 .
perception of using competency-based approaches.
Furthermore.
Bounouiga .
also indicates a correlation between teachersAo positive attitudes towards CBC and their implementation practices.
Instructors with a strong positive attitude toward innovative approaches are effective in creating classroom environments that support successful learning outcomes.
For instance.
Ahmedi.
Kurshumlija, and Ismajli .
study in Kosovo found a significant correlation between teachersAo attitudes towards the constructivist teaching approach and its effects on student learning outcomes.
Instructors with positive attitude are more likely to engage students in authentic learning and assessment experiences that lead to improved learning outcomes.
The findings concur with Khanna .
study in Pakistan conclusion that behavioural and psychological factors relationship enhancing the effects of competency-based training on teaching methodologies and related skills.
This indicates that the behaviours and psychological states like attitude of teachers are essential for maximising the benefits of CBC.
Rwigema and Andala .
A descriptive survey study found teachersAo perception as among the factors influencing the implementation of the CBC in Rwandan public primary schools.
These concurs with Muthomi.
Boit, and Sanga .
in Kenya that developing and nurturing trainersAo competencies, can enhance the quality delivery and effectiveness of CBC implementation as it cultivates their understanding and belief.
Abdullahi .
reached similar conclusions from the findings that most pre-primary teachers held a positive attitude towards CBC implementation.
In addition.
Makwinya.
McKinnon, and Lummis .
study in Tanzania revealed that science teachers in three Tanzanian schools exhibited varying levels and types of concerns.
These differences were influenced by the unique contextual and background characteristics of the teaching staff at each school.
Waigera et al.
cross-sectional survey research reveals a significant relationship between teachersAo attitudes toward instructional materials and the utilization of these materials in pre-primary schools in Kenya.
This is attributed to the fact that educatorsAo attitudes significantly influence their effectiveness, motivation, and willingness to innovate within educational settings Klassen and Tze .
Thus, instructors who maintain a positive attitude will persist in their efforts to implement them, regardless of challenges faced.
thus, when provided with opportunities for preparation and practice, these instructors are likely to implement innovative approaches effectively.
Joel .
study found that teachers hold a negative perception of the competency-based English Language syllabus methodology, yet, viewing the CBC approach as a waste of time.
This finding aligns with Richards .
assertion that teachers remain divided regarding the value of grading within a CBT system, indicating ongoing uncertainty and scepticism among teachers.
Otara.
Uworwabayeho.
Nzabalirwa, and Kayisenga .
revealed teacher negative attitudes toward learner-centred pedagogy of teachers triggered their resistant to adopt the CBC.
These findings affirm Haddock and Maio .
comments that attitudes significantly influence behavioural intentions and actual behaviours.
This is attributed to the fact that educatorsAo attitudes influence their effectiveness, motivation, and willingness to innovate within educational settings (Klassen & Tze, 2.
This relationship underscores the importance of attitudes in shaping actions.
Consequently, understanding attitudes is essential for comprehending human behaviour.
Notably, as the literature above highlights, there is a critical need to understand instructors' attitudes toward CBC implementation, as this aspect often falls outside the control of educational ministries yet significantly impacts instructional practices.
Addressing the relationship between instructorsAo attitudes and CBC implementation could lead to the development of targeted professional development programs that not only enhance knowledge and skills related to CBC but also foster a more positive disposition toward its By emphasizing this relationship, educational authorities can better support instructors in transforming educational frameworks into effective classroom practices, ultimately improving student Journal of Curriculum Indonesia 8 .
METHODOLOGY This study employs a quantitative, correlational design to explore the relationships between the variables under investigation (Gunter, 2.
Questionnaires were used to collect data from a large sample of instructors across diverse TET contexts.
This design allowed for the examination of data patterns without manipulating variables or implementing interventions, thus adhering to ethical considerations in educational settings (Ahmad et al.
, 2.
The large sample size enhances the generalizability of the findings, which can inform future training and policy decisions aimed at improving the adoption and implementation of CBC.
This study was conducted in three regions: Mwanza.
Arusha, and Dodoma, which were randomly selected from lake, north and central zones recognized by the NACTVET.
These three zones account for 41% .
out of a total of 430 TET institutions, with the selected regions representing 45% .
of the 198 institutions within these zones (MOEST, 2.
Stratified random sampling method was employed in selecting three regions from three zones to ensure unbiased representation of the country's diversity.
relying on established research practices, these three regions ensure representation of the country's diversity in TET institutions in a way that reflects the broader national context.
The selected study sites generated a substantial amount of data that facilitated the derivation of statistically justifiable results.
Thus, cluster and stratified random sampling was employed to select zones, regions and TET institutions.
These techniques improved the external validity of the findings and accurately reflected the characteristics of the larger The population of the study was instructors from TET institutions from three regions.
The total instructor population registered across three zones was 4,608 with an estimated 2,073 instructors in the selected regions.
This estimate was derived using proportional allocation .
%), based on the TET institutional proportionality (Filed data 2024.
NACTVET Internal Institutional Records, 2.
From regional population, the YamaneAo .
sample size formula was employed to obtain 337 instructors who were randomly selected to participate in this study.
To facilitate random selection, pieces of paper labelled AuacceptedAy and Aunot acceptedAy were utilised.
A questionnaire comprising two scales that correspond to the main variables of the study for was used for data collection.
These scales include: The Multidimensional Attitudes Toward Competence-Based Curriculum Scale (MATCBCS) and the CBC Implementation Survey for Instructors (CBCISI) measuring instructorsAo attitudes toward CBC and instructorAos CBC implementation practices respectively.
Following an extensive literature review.
Both the MATCBC and CBCISI items were developed through adaption and modification of items from previously validated instruments for attitude (Albirini, 2004.
Bannon.
Marshall, & Fluegal, 1985.
Chowdhury & Salam, 2015.
Christensen & Knezek, 2009.
yNinar & Alci, 2022.
Francis, 1993.
Guillyn-Gymez & Mayorga-Fernyndez, 2020.
Mahat, 2008.
Ostrom, 1969.
Samak.
Abu and Tawfik, 2006.
Sangwan.
Sangwan, & Punia, 2.
And CBC implementation practices (Ahmed & Sayed.
Amadu.
Fevlo, & Gato, 2023.
Asiri.
Mahmud.
Bakar, & Ayub, 2012.
Hayes.
Lee.
DiStefano.
OAoConnor, & Seitz, 2016.
Hora, 2015.
Mueller, 1976.
Mulenga & Kabombwe, 2019.
Ndihokubwayo.
Uwamahoro, & Ndayambaje, 2020.
Rogan & Grayson, 2.
The inclusion of items was guided by the psychometric properties of both the overall tools and individual items.
instructorAos demographic information was included.
Reliability and validity of instruments were assessed.
Reliability test generated a CronbachAos alpha of 902 and .
935 respectively.
Since the constructs were known and the items in these scales were adapted, exploratory factor analysis (EFA), specifically principal axis factoring (PAF) was employed to estimate and to confirm the factor loadings for each variable and to clarify the underlying structure of the questionnaire.
Prior to conducting factor analysis, factorability assumptions were determined.
Again, ethical issues clearance were obtained.
Descriptive statistics and inferential data analysis methods (Pearson product moment correlation.
Chi-square, and One-way ANOVA) were used to describe and to examine the relationship between The Visual Bander technique (Pallant, 2.
was employed to transforming MATCBCS and Journal of Curriculum Indonesia 8 .
CBCISI .
ontinuous variable.
scores into categorical variables.
From the identified cut-off points, categorical variables representing low .
core ranging from 1.
0 to 2.
, medium .
anging from 3.
0 to 3.
and high .
0 or highe.
attitudes/implementation were generated.
Data entry and analysis were conducted using IBM SPSS Version 23, with a significance level set at 0.
RESULTS AND DISCUSSION
The study examines the relationship between instructorsAo attitudes toward CBC and the perceived CBC implementation profile practices in TET institutions.
The descriptive statistics was first conducted describe and establish the inner understanding of the study variables, both instructorsAo attitude toward CBC and perceived CBC implementation practices.
Attitude of InstructorsAo Toward Competency Based Curriculum and implementation profile Table 1: Descriptive Statistics of InstructorsAo Attitude Toward CBC Construct Sub scales Genera Attitude Affective Attitude Cognitive Attitude Conative Attitude Instruction Assessment Implementation The findings in table 1 indicate that instructors possess high positive attitude toward the CBC, with an overall mean score of 4.
02 (SD = 0.
Both the affective (M = 4.
SD = 1.
and cognitive domains (M = 4.
SD = 0.
reflect positive emotional responses and favourable beliefs about CBC.
The conative domain showed moderate positive attitude (M = 3.
SD = 0.
regarding CBC, suggesting instructorsAo moderate commitment to CBC.
Implying that, although, the conative domain showed moderate positive attitude (M = suggesting that while instructors support CBC, however, their commitment to implement it may not be as strong.
These findings implying that instructors may believe and feed good about CBC but their commitment to CBC may not be as strong.
This gap can influence with different factors.
(Wintschnig, 2.
finds attitude-behaviour gap is influenced by two categories:
individual-related determinants such socio-demographics, personal characteristics, habits.
environmental determinants such as corporate activities, social influence, and structural conditions such as available infrastructure and resources.
Further.
Kerckaert.
Vanderlinde, and van Braak .
also revealed institutional factors such as teacherAos little exposer to the use of ICT influence their commitment to This study joins Bariu and Chun .
views that instructors need support and motivation by providing adequate infrastructure, in-service, and refresher training courses to equip them with knowledge and skills, thus influencing their attitude and commitment.
Regarding CBC implementation, the results reveal moderate levels in instructional practices (M = SD = 0.
, assessment practices (M = 3.
SD = 0.
, and overall implementation (M = 3.
= 0.
The slightly higher mean for instructional practices indicates greater confidence among instructors in delivering CBC-aligned content compared to assessing student outcomes, as evidenced by the lower score in assessment practices.
The findings highlight progress in adopting CBC but also addressing the gap which need for additional training and resources to enhance teaching and assessment effectiveness within TET institutions.
The findings align with global trends where educators face challenges in fully aligning instructional practices with competency-based principles due to factors such as resource constraints and training needs (Ogegbo et al.
, 2.
The variability in instructional practice implementation (SD=0.
suggests that some educators are more advanced in their CBC integration than others, press the need for Journal of Curriculum Indonesia 8 .
In various contexts, such as Kenya and Tanzania, instructors often require additional training to effectively implement CBC, particularly in designing competency-focused lessons (Kanyonga et al.
, 2019.
Ngeno, 2023.
Tambwe, 2.
For example.
Kanyonga et al.
report that trainers showed little knowledge and skills for employing CBET teaching, learning methods, conducting studentAos assessment and evaluation.
Similarly, in Rwanda.
Rwigema and Andala .
research showed that 64% of teachers effectively utilized CBC-aligned resources despite training, underscoring the importance of targeted professional development.
These examples highlight the need for multi-level solutions that address both resource availability and teacher capacity.
To bridge the implementation gap, differentiated teacher training programs focusing on needs-based assessment design, such as Rwanda's focus group model, can enhance instructional effectiveness (Rwigema & Andala, 2.
Integrating ICT, as seen in Kenya's virtual CBC training modules, can also improve digital assessment capabilities (OjungAoa, 2.
Together with stakeholder collaboration, district-level resource pooling initiatives, can address material shortages.
By addressing these barriers.
TET institutions can enhance CBC implementation and improve competency attainment over time.
Pearson r Sig.
Pearson r Sig.
Assessment Overall attitude Overall CBC imple- Pearson r Sig.
Pearson correlation coefficients CBC Instructional practic- Pearson r Sig.
Overall Overall attitude Assessment IInstructional practices Conative attitude Affective attitude Cognitive attitude Hypothesis Testing In this study, it was hypothesized that there are relationships between instructorsAo attitudes and overall CBC implementation practices.
Pearson correlation coefficients.
Chi-square tests, and ANOVA were used to test the hypothesis.
Table 3: Pearson correlation Attitudes and CBC Implementation Profile Pearson correlation coefficients presented in Table 2 revealed a moderate positive relationship between overall attitude and overall CBC implementation practices .
= 0.
338, p < 0.
, indicating that as instructorsAo attitudes improve, their implementation practices also improve.
InstructorsAo overall attitudes were moderately correlated with CBC instructional practices .
= 0.
348, p < 0.
and weakly but significantly correlated with CBC assessment practices .
= 0.
272, p < 0.
This suggests that as instructorsAo positive attitudes increase, their implementation of CBC practices improves, particularly in instructional delivery compared to assessment.
In the similar vein, the findings about the relationship between attitudes components and implementation subscale reveal weak positive correlation among the variables .
< 0.
except for cognitive and instructional practices which recorded moderate positive correlation .
330, p < 0.
, highlighting that as each attitude component impact CBC practices.
These Journal of Curriculum Indonesia 8 .
findings imply that improved implementation practices align with more favourable emotional responses, stronger beliefs about CBC, and positive behavioural intentions.
Each attitude component contributes to CBC success, and neglecting any of these components could hinder effective implementation.
While the correlation is statistically significant, the moderate effect size suggests a notable but not strong relationship.
This supports the alternative hypothesis, confirming that positive attitudes correlate with CBC implementation in TET settings.
These findings highlight the importance of fostering positive attitudes among instructors to enhance CBC effectiveness in Tanzania.
Chi-square test Table 4: Cross-tabulation between Instructors Attitudes and CBC Implementation CBC Implementation profile Low Medium High Total Chi square Sig Instructors Attitudes Medium 11 Low High Total The chi-square test results reveal a significant relationship between instructorsAo attitudes toward CBC and their levels of CBC implementation (NA .
N = .
= 28.
658, p < 0.
This indicates that instructors with more positive attitudes categorized as low, medium, or high are increasingly effective in implementing CBC practices.
Positive attitudes appear essential for fostering active engagement with CBC principles, adapting instructional strategies, and enhancing student outcomes, while negative attitudes may hinder implementation.
The high chi-square value underscores that the observed relationship is not coincidental but a genuine association, emphasizing the critical role of positive instructor attitudes in successful CBC application.
One-Way ANOVA In this analysis differences in CBC implementation among instructors was determine based attitude levels .
ow, moderate, and hig.
A post-hoc Tukey test was used to compare group means and identify specific groups with significant differences as presented in table 5 Table 5: One-Way ANOVA of Instructors Attitudes on CBC Implementation Profile.
Sum of Squares df Mean Square F Sig.
Between Groups Within Groups Total Journal of Curriculum Indonesia 8 .
Table 8: Post-hoc Test of Instructors Attitudes and CBC Implementation Profile Multiple Comparisons Dependent Variable: CBC Implementation (CBCISI) Tukey HSD 95% Confidence Interval (I) Instructors Attitude (J)Instructors Attitude Mean Difference (I-J) Std.
Error Sig.
Lower Bound Upper Bound Low Attitude Medium Attitude High attitude Medium Attitude High Attitude Low Attitude High Attitude Low Attitude Medium attitude The mean difference is significant at the 0.
05 level.
The results of a One-Way ANOVA analysing the effect of instructorsAo attitudes on CBC implementation, categorizing attitudes into low, moderate, and high groups.
The analysis revealed a statistically significant difference among the groups (F.
, .
= 4.
38, p < 0.
, indicating that variations in attitudes influence CBC implementation.
However, the effect size (A = 0.
calculated using eta squared was small, suggesting limited practical implications.
Post-hoc Tukey tests (Table .
revealed that the high-attitude group (M = 4.
SD = 0.
differed significantly from the low (M = 3.
SD = 0.
and moderate groups (M = 3.
SD = 0.
, while no significant difference was observed between the low and moderate groups.
These findings suggest that instructors with higher attitudes toward CBC demonstrate greater effectiveness in implementation, highlighting the importance of fostering positive attitudes to enhance curriculum delivery.
Generally, the findings from Pearson correlation.
Chi-square, and ANOVA analyses confirm a significant relationship between instructorsAo attitudes toward CBC and their perceived CBC implementation profiles in TET institutions.
These results led to rejecting the null hypothesis, highlighting the importance of positive attitudes for effective CBC implementation.
The results of this study support earlier findings regarding relationship between educatorsAo attitude toward CBC and the implementation practices (Alemayehu.
Olana, & Bekele, 2021.
Hortman, 2017.
Tannenbaum et al.
, 2020.
Wongnaa & Boachie, 2.
In a study conducted by (Hortman, 2.
, the findings revealed that the majority of trainers in Ethiopia perceive competency-based assessment positively and this influenced their implementation practices.
Again, the findings align with several studies that show positive attitudes toward CBC and its implementation.
For instance.
Hortman .
found that 86% of faculty in Georgia had a positive attitude toward CBE, and similar results were reported by Wongnaa and Boachie .
at Kwame Nkrumah University, where lecturers saw CBC as beneficial for students' employability which reflected their implementation readiness.
Other studies also highlighted educatorsAo favourable views of CBC in Ethiopia and Kenya, with 93% of Ethiopian trainers supporting CBC (Alemayehu et al.
, 2021.
Muthomi et al.
, 2.
Additionally, positive perceptions of CBC were reported (Crawford.
Cofie.
McEwen.
Dagnone, & Taylor, 2020.
Prokes.
Lowenthal.
Snelson, & Rice, 2.
which entailed the acceptance and readiness to the curriculum.
In a similar vein, the findings align with previous research highlighting a complex relationship between instructorsAo attitudes and their readiness for CBC (Akala, 2021.
Hortman, 2.
For example.
Hortman .
reported that instructorsAo positive attitude towards CBE and its significant impact regarding their preparedness to implement educational frameworks implementation.
Journal of Curriculum Indonesia 8 .
Furthermore, these findings confirm the conclusions drawn by Kufaine and Chitera .
, which indicate that instructorsAo attitudes in Malawi significantly influence the implementation of CBC within Technical.
Entrepreneurial, and Vocational Education and Training (TEVET) institutions.
The authors emphasise the necessity for deliberate efforts aimed at transforming both instructorsAo and studentsAo mindsets and attitudes towards CBC.
In a similar vein.
Omar.
Zahar, and Rashid .
Rahayu.
Sembiring, and Novita .
conducted studies in Malaysia and Pakistan, respectively, which established that both instructors and students had a positive perception of the adoption of Competency-Based Education (CBE).
Likewise.
Ahmedi et al.
found that teachers have positive attitude toward constructivism approach implementation which determined how learning outcomes would be achieved in the respective institutions.
Conversely.
Chileshe .
study conducted in Zambia, revealed that lecturersAo negative attitudes significantly impacted the practice of competence-based assessment, as lecturers demonstrated unpredictable levels of willingness to adopt these methods.
Similarly, findings resonate studies by Waweru .
in Kenya, in Indonesia which found that negative attitudes among educators hinder their willingness to adopt new methodologies in their classrooms.
For example.
Kanyonga et al.
noting that one-third of instructors in TET institutions held negative perceptions, suggesting that factors like institutional culture, personal experiences, and regional policies affect attitudes toward CBC.
Likewise.
Iskandar .
revealed teachersAo negative attitudes toward school based educational program in Indonesia which in return impact implementation process.
Implying that, negative attitudes can hinder curriculum implementation where by educators may resist new CBC teaching methods, assessment strategies, and curriculum materials, leading to decreased engagement and hindering their acquisition of necessary CBC knowledge and skills.
These concurs with Wambua and Samuel .
recommendation that more efforts is needed to create a positive attitude among teachers for successful implementation of CBC.
Collectively, these past studies findings oils on the critical impact of instructorsAo attitudes both positive and negative on the successful implementation of CBC frameworks across educational institutions.
These findings support the view that positive attitudes among implementers of educational change can lead to more effective instructional strategies and subsequently improve student learning and training outcomes.
The results suggest that fostering affective, cognitive and behavioural obligation among instructors is important for the successful integration of innovative educational practices and reform like CBC.
Thus, highlighting the critical importance of instructorsAo attitudes in the effective implementation of CBC across Evidence indicates that negative perceptions among instructors can significantly hinder the adoption of CBC practices, while positive attitudes are crucial for creating an environment that supports its practical application.
Therefore, it is essential to initiate and enhance targeted interventions aimed at transforming both instructorsAo and studentsAo mindsets regarding CBC, as well as addressing other factors influencing its implementation.
Such initiatives are vital not only for fostering a supportive atmosphere for the integration of CBC but also for ensuring its successful execution within various educational systems.
CONCLUSIONS AND RECOMMENDATIONS
Based on the study findings it concluded that there is a relationship between instructorsAo attitude toward CBC and their implementation of CBC in TET institution.
Implying that instructorsAo attitudes had an effect on CBC implementation, that fostering positive attitudes among instructors is crucial for the successful implementation of CBC in TanzaniaAos TET institutions, as these attitudes significantly influence both the process and outcomes.
Therefore, the study recommends establishing a policy for professional development and continuous education.
This policy should clearly state that all individuals employed as academicians in TET institutions must undergo training on teaching, specifically focusing on CBC.
Furthermore, the policy should mandate regular professional development workshops and training sessions centred on CBC principles, methodologies, and assessment techniques for all instructors, regardless of their prior attendance at seminars and workshops on these topics.
Thus, implementing this policy regarding instructional practices in TET institutions will enhance the effective implementation of CBC.
However, for Journal of Curriculum Indonesia 8 .
further expand understanding of the relationship between instructorsAo attitudes and CBC implementation in various educational settings, this study recommends the for a longitudinal study that captures multiple observations over time.
This methodology is crucial because it allows researchers to assess not only the initial attitudes of instructors but also how these attitudes evolve as they engage with CBC practices.
LIMITATIONS AND FUTURE RESEARCH
Despite the strengths of this study, it has two main limitations.
First, the primary focus was on instructorsAo attitudes toward CBC, but data were collected through a self-reported survey.
This introduces potential social desirability and response bias because that respondents remained anonymous making their responses unverifiable.
Second, the research was conducted within one country and was delimited in three TET zones covering three regions and focus on instructors working in 50 TET institutions.
Consequently, the studyAos findings should be generalized with caution to other countries, regions or educational settings.
Future studies could benefit from measuring observable behaviors along with self-reported.
Additionally, research should conduct a comparative analysis of educatorsAo attitudes across various educational levels to better understand the principles of CBC and education, the extent these self-reported reflect actual CBC implementation in these contexts.
This can provide a more comprehensive view of the multidimensional nature of these attitudes and actual practice.
In this study, it was found that there is a relationship between instructorsAo attitudes and CBC implementation.
However, variation in attitude components mean scores whereby they were relatively higher in the affective and cognitive domains, while they were moderate in the behavioural .
Future study could benefit from addressing this discrepancy and investigating how it may be attributed to the intrinsic differences in the extent to which these domains are perceived and prioritized by instructors over observable behaviours with a spread of participants.
REFERENCES