School change, education receptivity, and resource capacity as predictors of competency-based curriculum implementation fidelity in Uganda’s lower secondary schools

Resumo

This study was conducted with the aim of examining the role of school change receptivity and resource capacity as predictors of CBC implementation fidelity in lower secondary schools in Uganda. Using a system and change management perspective, the study sought to examine the role of change receptivity and resource capacity in predicting CBC implementation fidelity in lower secondary schools in Uganda. The researcher has used the resource-based theory and fidelity of implementation theory as a basis for the review. An explanatory sequential mixed-methods design was used to examine the relationship between change receptivity and CBC implementation fidelity and how resource capacity influences CBC implementation fidelity with a sample of 972 participants from the National Curriculum Development Centre, comprising teachers, school administrators, and other staff from public and private schools in Wakiso District, Uganda, and 71 participants from in-depth interviews with teachers and school administrators from selected schools. Quantitative data analysis was conducted using IBM SPSS Statistics Version 25, and qualitative data analysis was conducted using Braun and Clarke’s framework for thematic analysis to explain and contextualize the findings from the quantitative data analysis. The results revealed that school change receptivity and resource capacity co-acted to predict CBC implementation fidelity. Human resource capacity was a dominant predictor of fidelity in that schools with trained, supported, and confident teachers recorded high levels of instruction consistency and student-centeredness. However, the lack of refresher courses and professional support hindered change receptivity. Physical resource capacity was a moderate predictor in those schools with equipped and functioning physical facilities, which recorded high levels of fidelity despite the lack of physical resources in some schools. Instructional digital and print materials recorded a low but positive effect on fidelity in that they were hindered by the lack of ICT facilities and digital materials. In conclusion, this study argues that in order to enhance CBC fidelity of implementation, there is a need to enhance schools’ change receptivity and resource capacity. It is recommended that schools be provided with professional development opportunities to enhance change receptivity and resource capacity in order to enhance fidelity in CBC implementation.