Five years ago, Rwanda shifted from a knowledge-based to competence-based curriculum. The main purpose was to enable school graduates to cope with job-related demands and enable them to become problem solvers. Teachers are likely to face challenges when implementing a new curriculum especially in relation to the content and subject demarcations, the underlying assumptions, goals, teaching approaches and assessment methods. In this regard, this study investigated the teachers’ related factors influencing successful implementation of the competency based curriculum in Rwanda a case study of public primary schools in Kicukiro District. The three specific objectives of the study were on: pedagogical content knowledge, technological skills, and perceptions’ influence implementation of competency based curriculum. The study findings are of significance to the Ministry of Education, school administrators, teachers and the community as it shows the areas that may hinder effective implementation of competency based curriculum in Rwanda. The study adopted a descriptive survey design targeting all the 65 public primary schools in Kicukiro District. From each school the head teacher, one teacher and the director of studies were targeted, hence the target population was 195 respondents. Stratified random sampling was used to select a sample of 132 respondents using Slovin’s formula. A questionnaire, an interview schedule, document analysis guide and an observation checklist was used as tools for data collection. Data collected from the field was both quantitative and qualitative in nature. Quantitative data was analyzed using descriptive statistics such as frequency counts and percentages while qualitative data was analyzed thematically in line with research objectives. The results of the analysis was presented using frequency tables, bar graphs and pie charts. Data were analyzed both quantitatively and qualitatively. The study findings showed that there exists a strong, significant and positive correlation between Teachers pedagogical content and implementation of competency based curriculum in Rwanda , as shown by correlation factor, r=0.833, P V=0.000< 0.05. From correlation findings there exists a strong positive and significant correlation between Teachers technology skills and implementation of competency based curriculum in Rwanda as indicated by a correlation factors, r=0.845 with PV=0.000< 0.01. This demonstrated that Teachers technology skills contribute to implementation of competency based curriculum in Rwanda. The correlation findings also indicated that there exist a strong, significant and positive correlation between Teachers perceptions and implementation of competency based curriculum in Rwanda as indicated by a correlation factors, r=0.845with PV=0.000< 0.05. It is evident that holding Teachers pedagogical content, Teachers technology skills, Teachers perceptions to a constant zero, Implementation of competency based curriculum in Rwanda would be at 0.463. In addition, any unit increase on Teachers pedagogical content would increase Implementation of competency based curriculum in Rwanda by a factor of 0.174. Any unit increase in Teachers technology skills would increase Implementation of competency based curriculum in Rwanda by a factor of 0.192. Lastly any unit in Teachers perceptions would increase in Implementation of competency based curriculum in Rwanda by a factor of 0.167. It was concluded that teacher related factors influence implementation of competency-based curriculum. Keywords: Teachers’ pedagogical content knowledge, Teachers’ technological skills, Teachers’ perceptions, CBC Implementation, Competency-based curriculum, Public primary schools, Kicukiro District CITATION: Rwigema, P. C., & Andala, H. (2022). The influence of teacher related factors on the implementation of the competency-based curriculum in Rwanda. A case study of public primary schools in Kicukiro District. T he Strategic Journal of Business & Change Management, 9 (1), 16 – 30.
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RWIGEMA et al. (2022) studied this question.