Teacher-pupil ratio and the challenge on curriculum implementation in public primary schools in Kinondoni District

In Tanzania access to primary education is relatively widespread, yet there is evidence of considerable bypassing of services; questions have been raised about how to improve functionality. The aim of this study was to investigate the challenges of teacher-pupil ratio on curriculum implementation in public primary schools, and to explore the experiences of teachers working in the primary schools in Kinondoni District in terms of their motivation in their work, satisfaction and identify areas for improvement to the services provided. The objectives of the study were to examine how teacher-pupil ratio acts as a challenge on curriculum implementation process in primary schools; to determine the consequences of teacher-pupil ratio on curriculum implementation; establish the magnitude of the problem of TPR disparities across the schools, and to identify difficulties/challenges encountered by teachers in implementing the curriculum in the context of high TPR. In searching for responses for the questions, the study involved the Municipal Education Officer and 163 primary school teachers from 14 primary schools in the District. The methods used included interviews, questionnaires, classroom observation, checklist and documentary review. Findings reveal that TPR in Tanzania, Kinondoni district in particular, acts as a challenge on curriculum implementation process. The challenge included; minimizing the scope of assignments given to pupils, lack of time for teachers to provide assistance to every pupil and the teaching methods used. TPR also had a negative effect on acquisition of skills and competences in the curriculum. Recommendations include; the government to employ more qualified and competent teachers to reduce shortage of teachers. Seminars should be conducted so as to make teachers active and enable them implement the curriculum accordingly. Finally, the Municipal councils should evenly reallocate teachers to all schools so that all schools can equally have sufficient qualified teachers.