Challenges of competence based training pedagogical approaches in improving English communication in secondary schools in Temeke Municipality, Tanzania

Abstract

This study assessed the challenges of implementing Competency-Based Training (CBT) pedagogical approaches in improving English communication skills in secondary schools in Temeke Municipality, Tanzania. The study employed a mixed-methods approach, combining both qualitative and quantitative data collection techniques to gather comprehensive insights into the teachers' preparedness, availability of resources, and the overall implementation process of CBT. Data were collected through surveys, interviews, and classroom observations involving 100 teachers from selected secondary schools in the municipality. The findings revealed that while CBT holds potential for improving students’ English communication skills, several challenges hinder its effective implementation. These challenges included insufficient teacher training, lack of adequate teaching and learning resources as well as unsuitable classroom environments. Many teachers reported that they were not adequately trained to implement CBT effectively, and there was a significant shortage of resources such as textbooks, multimedia tools, and technology needed for interactive teaching. The study also highlighted that traditional classroom setups, which lacked flexibility for collaborative activities, further impeded the successful application of CBT methods. Based on these findings, the study recommended enhancing teacher training, improving resource availability, reconfiguring classroom layouts, and developing supportive policies to facilitate the implementation of CBT in secondary schools. The recommendations aim to address the gaps identified and promote a more effective adoption of CBT to enhance English communication competencies among secondary school students in Temeke Municipality.