Administrative Challenges facing Headteachers in the Implementation of 2023 Innovated Curriculum in Public Primary Schools in Tarime District Council, Mara-Tanzania

Abstract

This study aimed at examining the administrative challenges facing headteachers in the implementation of the 2023 innovated curriculum in Tarime district council, Mara-Tanzania. This study employed a mixed-methods approach with a convergent parallel design. A sample size of 103 participants was drawn from a target population of 1,369 using probability and non-probability sampling. Data were gathered through questionnaires and semi-structured interviews, analyzed using SPSS version 26 for quantitative data and for qualitative data were summarized to get categories and themes. Validity of instrument was checked with the reliability coefficient 0.8 and since it was a mixed study trustworthiness for qualitative instrument was done and ethical standards upheld throughout. The study found that headteachers face multiple management challenges in implementing the 2023 innovated curriculum, including inadequate training, limited resources, lack of support, and systemic inefficiencies. The study concludes that the success of the 2023 innovated curriculum is being undermined by structural, managerial, and resource-related obstacles that require urgent attention. The study recommends a coordinated effort by the government and stakeholders to improve teacher training, resource allocation, leadership support, and monitoring systems to ensure effective curriculum implementation.