The School Level Factors Influence of Curriculum Implementation in The Case of Middle Education, Ethiopia

Abstract

The purpose of this article was to examine problems of curriculum implementation in the case of selected primary schools in Ethiopia and to provide suggestions for further improvement. Research methodology adopted was qualitative case study. Population of the study were purposely selected teachers who were teaching upper grades in primary schools, principals, supervisors and representatives of students and parents. Data of the study was collected by using interviews, open-ended questionnaires, focus group discussion and document analysis.  Findings of research indicated that factors related with human resource (teachers, students, parents, and principals of school), curriculum and schools influenced the process of curriculum implementation in different ways. More specifically, teacher related factors like professional competency, attitude towards teaching and knowledge of context of instruction influenced the reform of curriculum recommended. As critical challenges, triangulation of data analysis and overall findings revealed limitations in all stakeholders in their roles and weak cooperation and collaboration among school level stakeholders to solve issues related with students' learning. Based on major findings of the study strategies to improve practices of curriculum implementation was forwarded.

Keywords: curriculum implementation, teacher professional development, instructional process, instructional supervision, and curriculum implementer

DOI: 10.7176/RHSS/15-7-04

Publication date:August 31^st 2025