Research on the Primary School Teachers’ Preparation for the Implementation of Competence-Based Approach

Abstract

The aim of this study is to investigate the role that has been played by the teachers’ level of training, their perception of the CBA curriculum, and institutional preparedness in the successful implementation of CBA. The study carries out a survey on primary school teachers in Djibouti. The survey targeted primary school teachers in Dibouti aged above 22 years.  A sample of 300 teachers participated in this study. Through quantitative approaches, study establishes that the current level of teacher training in primary schools contributes to the effective implementation of the CBA approach in Djibouti. It was also established that perceptions of primary school teachers towards the CBA approach influence their willingness to implement it in Djibouti, and that institutional preparedness influences the accommodation and implementation of the CBA approach in Djibouti. The analysis has further demonstrated that teacher training accounts for 54.6% of the effective implementation of the CBA approach, while perceptions of primary school teachers towards the CBA approach accounts for 64.5%. Most importantly, institutional preparedness explains 49.5% of the effective implementation of the CBA approach. Djibouti has been in the process of implementing the competency-based curriculum to move away from the teacher-centered, exam-oriented approach, and this study sought to determine factors that affect successful implementation. This study is first of its kind in Djibouti.