Teachers’ Professional Competence and the Implementation of Competence Based Education in Secondary Schools in Gulu City

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dc.contributor.authorAndini, Alex
dc.date.accessioned2026-11-09T13:54:02Z
dc.date.available2026-11-09T13:54:02Z
dc.date.issued2026
dc.description.abstractThis study was conducted on the relationship between Teachers’ Professional Competence and the Implementation of Competence Based Education (CBE) in Secondary Schools in Gulu City. Guided by the objectives; to assess the level of teacher professional competence in lower secondary schools, to examine the level of competency-based education implementation in lower secondary schools and to determine the relationship between teachers’ professional competence and CBE implementation in lower secondary schools in Gulu City. The research was conducted using correlation design; data were collected using questionnaire survey from 674 participants. Descriptive statistics was used to analyse the background of the study respondents, objectives one and two. Pearson correlation was used to analyse the relationship between teachers’ professional competence and CBE implementation in lower secondary schools. Findings revealed that learners highly appreciated teachers’ ability to support learning and academic improvement, teachers in lower secondary schools generally demonstrated a high level of professional competence from the learners’ perspective. Teachers were perceived as knowledgeable, committed, collaborative and capable of using appropriate teaching methods that enhanced learner participation and understanding. The findings indicated that teachers’ implementation of Competency-Based Education (CBE) in lower secondary schools is positive and at a relatively high level. Findings demonstrate that teachers’ professional competence and CBE implementation are positively related. Findings indicated a strong, positive, and statistically significant relationship between teachers’ professional competence and CBE implementation from the perspective of school administrators. The study concluded that teachers demonstrate high level of professional competence. Teachers and administrators view CBE implementation as highly successful, teachers’ professional competence has a positive, statistically significant relationship with the implementation of CBE inlowersecondary schools. The study recommended that Ministry of Education and Sports (MoE&S) authorities and school administrators should invest in continuous training, provision of digital teaching resources and mentorship programmes to bridge the gap between traditional instructional competence and modern technology-enhanced teaching practices required in CBE. The ME&S, in collaboration with school leadership, should strengthen the provision of adequate instructional materials and learning resources to support effective implementation of CBE. There is a need for continuous targeted professional development programmes to strengthen teachers’ pedagogical skills, assessment literacy, and learner-centred instructional practices.
dc.description.sponsorshipself
dc.identifier.urihttp://hdl.handle.net/20.500.14270/1169
dc.language.isoen
dc.publisherGulu University
dc.subjectTeachers’ Professional Competence and Competence Based Education.
dc.titleTeachers’ Professional Competence and the Implementation of Competence Based Education in Secondary Schools in Gulu City
dc.typeThesis

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