Teachers’ insights and attitudes toward the implementation of the competency-based curriculum in Addis Ababa
Amdework Brhane Araya, Ambissa Kenea Boru & Getahun Yacob Abraham
Abstract
This study examined teachers’ understanding, beliefs, and attitudes toward the implementation of the competency-based curriculum in Addis Ababa. A concurrent embedded mixed-methods research design was employed. Data were collected from 384 teachers who were proportionately selected from all schools using a simple random sampling technique to complete the questionnaire. Additionally, 20 teachers were purposively selected for interviews. Quantitative data were analyzed using descriptive statistics, including mean and standard deviation, while qualitative data were analyzed thematically. The results of the study indicate that teachers have conflicting understandings of the goals of the competency-based curriculum. They report possessing a strong grasp of pedagogical content knowledge, general pedagogical knowledge, and subject matter knowledge. Additionally, teachers recognize the benefits of the competency-based curriculum for students in developing the outlined competencies. However, the findings also reveal that teachers exhibit moderately low attitudes toward its implementation; as a result, they were employing the basic principles of the competency-based curriculum only to a limited extent, including student-centered approaches, authentic learning, and authentic assessment methods. Finally, the study suggests several strategies to enhance teachers’ understanding, beliefs, and attitudes toward the competency-based curriculum. First, policymakers should ensure that teachers receive adequate training, supported by ongoing professional development and mentorship. Second, Education Bureaus should organize workshops and training sessions specifically designed to equip teachers with practical skills for implementing this innovative approach. Additionally, teacher training institutions can play a key role by integrating competency-based curriculum principles into their programs.
Keywords
attitude , competency-based curriculum, implementation, insight
Author information & Contribution
Amdework Brhane Araya. Corresponding author. MA. PhD Candidate, Addis Ababa University. Email: amdeworka@gmail.com
Ambissa Kenea Boru. PhD. Professor, Addis Ababa University. Email: kene2004@yahoo.com
Getahun Yacob Abraham. PhD. University of Borås. Email: getahun_yacob.abrham@hb.se
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Institutional Review Board Statement
This study was conducted in accordance with the ethical guidelines of Addis Ababa University. As part of the dissertation, it received approval from the Institutional Review Board of the College of Education and Behavioral Studies (CEBS), Addis Ababa University, under protocol number CEBS_IRC_C&I_007_2024/16, dated June 2024.
AI Declaration
The author declares the use of Artificial Intelligence (AI) tools in the preparation of this paper. Specifically, ChatGPT was used for rephrasing, refining sentences, and checking and correcting grammar. The author takes full responsibility for thoroughly reviewing, editing, and ensuring the accuracy and integrity of all AI-generated content.
Notes
Acknowledgement
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Cite this article:
Araya, A.B., Boru, A.K. & Abraham, G.Y. (2026). Teachers’ insights and attitudes toward the implementation of the competency-based curriculum in Addis Ababa. International Journal of Educational Management and Development Studies, 7(1), 1-23. https://doi.org/10.53378/ijemds.353310
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