Challenges Pre-Primary Teachers Face in the Implementation of the Revised Pre-Primary Education Curriculum in Tanzania

Challenges Pre-Primary Teachers Face in the Implementation of the Revised Pre-Primary Education Curriculum in Tanzania | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Challenges Pre-Primary Teachers Face in the Implementation of the Revised Pre-Primary Education Curriculum in Tanzania Ignasia Mligo This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7120049/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract The study examined the challenges that pre-primary teachers encounter in implementing the revised pre-primary education curriculum, as well as the factors influencing its implementation. A mixed-methods approach was employed, using a case study research design. A convenient sample of 150 pre-primary teachers was selected from 150 primary schools with attached pre-primary classes. Additionally, 30 administrators were purposively selected from five designated zones, comprising 20 heads of schools, 5 quality assurers, and 5 education officers. Purposive, stratified, and simple random sampling techniques were used to select the participants. Data were collected through structured questionnaires, semi-structured interviews, and document reviews. The key findings revealed that pre-primary teachers face numerous challenges in implementing the revised curriculum. Notably, many teachers lack a clear understanding of the revised curriculum. Furthermore, they are constrained by a shortage of teaching and learning materials, overcrowded classrooms with inadequate infrastructure, and the absence of assistant teachers to support instructional activities. Additionally, administrators devote limited time to education supervision within their wards and districts, making it difficult for teachers to manage their responsibilities effectively. The study also identified that teacher capacity, availability of teaching and learning materials, and insufficient budgeting for pre-primary classes are among the major factors affecting curriculum implementation. Based on these findings, the researcher recommends that government authorities overseeing the pre-primary education program organize regular professional development sessions for both teachers and administrators, with a focus on the effective implementation of the revised curriculum. Early childhood education curriculum implementation challenges pre-primary education pre-primary school teachers Figures Figure 1 Figure 2 Introduction Globally, there has been increased attention given to the Millennium Development Goals, which include the provision of education and care for children aged 0–8 years. However, educators, administrators, parents, and the wider community often have limited knowledge about the benefits of early investment (Cascio, 2021 ; Mligo, Mitchell, and Beverley, 2016 ; Muhammed, Mligo, and Seni, 2023 ). Early Childhood Education (ECE) refers to education provided in institutions such as childcare centres and pre-primary schools to children aged three to six years, prior to their entry into formal primary education (Cascio, 2021 ; Mligo, 2023 ). These programmes support young children in the years before they attend primary school and lay a strong foundation for future learning and development (Cascio, 2021 ; Muhammed et al., 2023 ). Previous studies emphasize that children who attend quality pre-school programmes gain a significant advantage over those exposed to poorly designed or inadequately implemented ECE programmes or curricula (Cascio, 2021 ; Heckman, 2004 ). Experience shows that while a nation may develop a good curriculum, its success depends on the knowledge, competence, and availability of appropriate teaching materials among implementers. Pre-primary school teachers are the primary educators and play a vital role in curriculum implementation during the early years of a child’s development (Mubiana and Nkengbeza, 2023 ; Ntumi, 2016 ). In the Tanzanian context, the revised Pre-primary Education (PPE) Curriculum was introduced in 2023. However, literature reveals that many pre-primary teachers have limited knowledge of the new curriculum (Muhammed et al., 2023 ). Unfortunately, there is a lack of research on the implementation of this revised curriculum. This gap in literature and research hinders stakeholders from making informed decisions, often resulting in reliance on subjective information (Mgoma, 2019 ; Mubiana, David, & Nkengbeza, 2023; Ntumi, 2016 ). Young children are born with the capacity to understand the world around them when they are provided with a supportive environment and qualified teachers. Mubiana and Nkengbeza ( 2023 ) report that children's brains are ready to learn when the right conditions are met. They assert that both the environment and genetics play crucial roles in brain development. Therefore, young children must receive proper attention and effective instruction to fully realize their potential (Cascio, 2021 ; Kaplancali & Demirkol, 2017 ). Early childhood education is critical to a child’s development (Mubiana & Nkengbeza, 2023 ). Quality ECE prepares children for a more productive future and a better quality of life, which in turn contributes to national economic growth. For quality ECE to occur, all key education stakeholders must promote a supportive teaching and learning environment in pre-primary schools (Mligo, Mitchell, and Beverley, 2016 ; Muhammed, Mligo, and Seni, 2023 ). Effective implementation of the PPE curriculum is essential to achieving quality education. Understanding the challenges PPE teachers face in implementing the curriculum and the solutions suggested will benefit both teachers and children by improving the quality of early childhood education in the five selected zones with pre-primary schools in Tanzania. ECE is particularly beneficial for children from low socio-economic backgrounds (Mubiana and Nkengbeza, 2023 ). Scholars have shown that early exposure to quality education positively influences cognitive development and school readiness for children from low-income families. When these children receive high-quality ECE through proper curriculum implementation, they acquire early literacy and numeracy skills, and enhanced cognitive and socio-emotional development, enabling them to keep pace with peers from middle- and high-income backgrounds (Cascio, 2021 ; Muhammed et al., 2023 ). ECE also fosters social interaction, helping children develop social skills alongside academic ones (Mubiana and Nkengbeza, 2023 ; Ntumi, 2016 ). Mligo ( 2023 ) highlights that children learn cooperation through early education received in childcare centres and pre-schools, equipping them with essential life skills before formal schooling. These skills enable them to follow rules and remain safe in society. Gobena ( 2020 ) found that a major reason parents enrol their children in ECE centres is to help them become socialized, active, and equipped with basic life skills. Furthermore, research shows that children who receive ECE are more likely to become emotionally and socially competent adults compared to those who do not. Gobena ( 2020 ) further established that such children are less likely to engage in criminal activities and are more likely to complete higher education and attend college. Therefore, early investment in quality childcare centres and PPE settings along with effective curriculum implementation is not just beneficial but essential. The Revised Pre-primary Education Curriculum in Tanzania The Pre-primary Education (PPE) curriculum in Tanzania was developed based on the 2014 Education and Training Policy and the 2023 edition, incorporating stakeholders’ opinions collected and analyzed between 2021 and 2022 (URT, 2014; 2023). Additionally, the revision was informed by a review of relevant documents and international experiences to guide improvements. The revised PPE curriculum aligns with the national education vision, which aims to prepare Tanzanian citizens who are knowledgeable, skilled, and possess positive attitudes valuing equality, justice, and lifelong learning to foster sustainable national and global development (Ministry of Education, Science and Technology, 2019 ; URT, 2023). Experiences from various countries have demonstrated that the development of a strong education system largely depends on the quality of its teachers (Cascio, 2021 ; Mubiana & Nkengbeza, 2023 ). Emphasizing the significance of education, the Father of the Nation, Mwalimu Julius Kambarage Nyerere , stated: "Any education policy, however good it may be, cannot succeed without having teachers who have been well prepared" ( Nyerere, 1988 , pp. 64–65 ). He further emphasized that teachers are entrusted with the responsibility of building the nation by instilling knowledge, skills, and moral values in future generations. Consequently, for any changes in policy, curriculum, or education systems to be effective, teachers must be adequately prepared (Ministry of Education, Science and Technology, 2019 ; Tanzania Institute of Education, 2018). It is therefore evident that for the PPE curriculum to be successfully implemented, there must be a sufficient number of qualified teachers equipped with the right skills, ethical standards, and motivation (URT, 2023). The 2014 Education and Training Policy and the 2023 edition also emphasize the importance of having competent teachers who can enable learners to develop self-reliance, a love for work, effective study habits, and a positive attitude toward economic, social, and political transformation (Tanzania Institute of Education, 2018; URT, 2023). Similarly, the philosophy of Education for Self-Reliance, introduced in 1967 by Mwalimu Julius Kambarage Nyerere (Nyerere, 1967 ), underscores the provision of education that empowers Tanzanians to be self-sufficient and capable of managing their environment (Ministry of Education, Science and Technology, 2019 ; URT, 2014). Guided by these declarations, policies, philosophies, and stakeholder inputs, the revised PPE curriculum is designed to equip teachers with the knowledge, skills, and attitudes necessary to contribute meaningfully to national development. It also integrates advancements in science and technology and promotes 21st-century skills such as communication, creativity, collaboration, and problem-solving essential for the modern world (Ministry of Education, Science and Technology, 2019 ). Moreover, this curriculum aims to prepare teachers to be independent, enabling them to seize available opportunities, manage their lives effectively, and either secure employment or become self-employed (Ministry of Education, Science and Technology, 2019 ; URT, 2023). The curriculum also addresses the need to develop key competencies, including communication, collaboration, critical thinking, life skills, technical know-how, and ICT proficiency necessary to tackle social and economic challenges (Lim and Wardrip, 2024 ). Gobena ( 2020 ) also highlights the importance of teachers’ understanding of the PPE curriculum, noting that proper implementation is essential for achieving educational goals. When pre-primary teachers lack a detailed understanding of both the theoretical and practical frameworks of early childhood education, successful implementation becomes difficult (Bondar et al., 2022 ; Mgoma, 2019 ; Okewole et al., 2015 ). Therefore, numerous challenges exist that hinder effective implementation of the PPE curriculum by teachers. Furthermore, Tanzania decided to revise the PPE curriculum due to the following motives: Alignment with national education reforms To harmonize with Tanzania’s broader education policy reforms (e.g., Education and Training Policy 2014 and the 2023 reforms). Ensure pre-primary education supports the Competence-Based Curriculum (CBC) goals introduced in primary and secondary education. Addressing gaps in the old PPE curriculum The previous curriculum had limited content, especially in emerging areas such as ICT, environmental awareness, and inclusive education. Lack of adequate local context and cultural relevance. Child-centered and competency-based learning Shift from a content-based approach to a competency-based and learner-centered methodology. Promote holistic development of children (cognitive, social-emotional, physical, and moral). Improving teaching and learning materials Revision enables the development of new textbooks, teacher guides, and learning aids aligned with updated pedagogy. Promoting school readiness Strengthen school readiness to ensure smooth transition to Standard I. Emphasize pre-literacy, pre-numeracy, and life skills development. Support for inclusive and equitable education Reflect the needs of diverse learners, including children with disabilities and those from marginalized communities. Align with Sustainable Development Goal 4 (inclusive and equitable quality education for all). It is important to note that curriculum implementation cannot take place without consideration of PPE teachers and the learners. The learner is therefore the central figure in the curriculum implementation process. Implementation takes place by teachers being well equipped to facilitate learners to acquire the planned or intended experiences, knowledge, skills, ideas and attitudes that are aimed at enabling the same learner to function effectively in a society. In view of the above, Tanzania recognized the necessity of revising its Pre-Primary Education (PPE) Curriculum to align with the intended national educational goal (Ministry of Education, Science and Technology, 2019 ). With this in mind, the researcher found it is imperative to explore the challenges that pre-primary teachers face in implementing the revised PPE curriculum. Identifying these challenges is essential, as it enables a better understanding of the barriers affecting effective curriculum implementation. When the challenges are clearly identified, it becomes easier to propose practical solutions. Therefore, it is important to conduct a study aimed at uncovering the challenges encountered by PPE teachers in selected pre-primary schools in Tanzania. Purpose of the Study The main purpose of the study was to explore the challenges that Tanzanian pre-primary teachers face in the implementation of the revised pre-primary education curriculum. The study also aimed to provide data for policy makers and educational leaders in discovering by analyzing pre-primary teachers challenges they face in the classroom. The study was guided by the following research questions. Research questions 1. What challenges do pre-primary teachers face in the implementation of the revised pre-primary education curriculum? 2. What factors influence the implementation of the revised pre-primary education curriculum? Methods and Procedures Research design This mixed research approach employed a case study design (Yin, 2014), to explore challenges pre-primary teachers face in the implementation of PPE curriculum in Tanzania. Using both quantitative and qualitative methods approach increases validity and reliability by cross-verifying findings as well as triangulation. Different data sources or methods confirming the same result boosts confidence in conclusions (Cohen et, al. 2018; Creswell 2014; Sarantakos; 2013). Participants The population consisted of 150 pre-primary schools, 150 pre-primary school teachers and 30 school administrators which comprised quality assurers, education officers, and head of schools sampled from the eight zones, stratified sampling technique was used to select the five zones. The zones were clustered as follows: Eastern zone where pre-primary teachers and administrators met in Morogoro region, Southern Highlands zone met in Mbeya region, Western zone met in Tabora region, central zone met in Singida region and Lake zone met in Mwanza region. The sampled schools were those who have pre-primary teachers and for teachers were those who teach PPE class. Purposive sampling was used to select quality assurers, education officers and Head of schools (Bernard 2013; Creswell 2014; Neuman 2011; Sarantakos 2013). Data Collection Methods This study employed questionnaires, interviews and document reviews. Teachers were subjected to questionnaires while educational administrators participated in interviews. Each interview lasted for 45–60 minutes for each administrator and was conducted during working hours. All the study participants gave their consent for the interviews to be recorded with a voice recorder. To conceal the identity of the study participants synonyms names were used. A document analysis guide was used to see whether the pre-primary school teachers were able to interpret, comprehend and understand the revised curriculum and its instruments and whether lessons comprehended with the syllabus. Also, policy documents were reviewed to see what was in the documents in relation to what PPE teachers were implementing in the classroom context. Data Analysis The data of this study was quantitative and qualitative in nature. Quantitative data was analysed descriptively where tables, frequencies and percentages were computed. Qualitative data after completion of the data generation, the exercise of transcription started. The voice recorder that contained interview data was carefully listened to and transcriptions were made. Thereafter this qualitative data was read verbatim and analysed thematically by NVivo 10 software, where themes related to the research questions were identified and coded. The researchers coded the materials using a coding framework developed by Braun and Clarke (2014). Research Findings and Discussion Research question 1: What challenges do pre-primary teachers face in the implementation of the PPE curriculum? This question was answered with data from respondent’s information on challenges pre-primary school teachers face in the implementation of the PPE curriculum. The findings indicated that PPE teachers face a range of challenges when implementing the PPE curriculum, especially in low- and middle-income contexts. Furthermore, findings designated that such challenges often hinder the delivery of high-quality early learning experiences that are essential for a child's development. The following table indicates the summary of the results from 150 PPE teachers: Table 1: Responses of Pre-primary Teachers in the Questionnaire Items No. of Responses Percentages (%) Lack of budget on the pre-primary program 125 83.3 Lack of assistant teachers to support pre-primary teachers 130 86.7 Low pay and motivation 118 78.7 Proper teaching methods for young children 96 64 Lack of commitment of the educational administrators 110 73.3 High teacher-child ratio 125 83.3 Lack of space for educational learning corners 90 60 Lack of parental involvement 110 73.3 Lack of teacher training based on pre-primary education 86 57.3 Availability of infrastructure and facilities in the school. 98 65.3 Limited understanding of the revised PPE curriculum 110 73.3 Lack of teaching materials and recreational facilities. 95 63.3 Language barriers in early childhood education 80 53.3 Overcrowded pre-primary classrooms 120 80 The above figure indicates challenges pre-primary teachers face in the implementation of the PPE curriculum. The situation indicates how much PPE teachers struggle to implement curriculum in unsupportive environment. For instance, high teacher-child ratio (83.3%), overcrowded classrooms (80%) with lack of assistant teachers to support pre-primary teachers (86.7%) have carried high percentages. Furthermore, the findings indicated that the PPE classes have no budget (83.3%) to run their activities. It is likely when schools got money from the government Head of schools locate more in primary schools as a result PPE classes remain unsupported. Lack of enough spaces for children’ learning corners, availability of curriculum materials to each child in classroom, limited understanding of the revised PPE curriculum and others refer Figure 1 above contributed to ineffective implementation of the curriculum. Data from the survey on the challenges pre-primary teachers face in the implementation of the PPE curriculum was supported by interviews from educational administrators which comprised Head of schools, quality assurers and educational officers. The findings indicated that educational administrators were not well engaged on the follow up of curriculum implementation and the supervision of teachers’ works. Among others one quality assurer reported: As quality assurers, our role is to closely monitor how teachers implement teaching and learning activities, as well as how they manage the learning environment. We routinely assess their understanding and interpretation of the curriculum, the preparation of lesson plans, and the use of varied teaching methods and strategies [Quality Assurer A / Interview / April 2025]. A similar concern was expressed by a PPE teacher: Classrooms are overcrowded, with a high teacher-to-pupil ratio of 1:120. There is no assistant teacher to support the PPE teacher in the classroom. Teaching and learning materials are insufficient, and the availability of infrastructure and facilities in the school is a critical issue. Teachers make efforts to improvise teaching and learning materials, but we cannot use them effectively because the classroom space is inadequate [PPE Teacher 1 / Interview / April 2025]. The above quotes locate emphasize on the importance of learning environment and infrastructure. Infrastructure provides bases for the rest, once the deficiencies related to infrastructure occur, this may trigger other problems as well. One of the sources problems relating to pre-primary education curriculum implementation is insufficient budget and facilities not available in the schools. Nonetheless, school administrators organised is not enough to abreast pre-primary school teachers with the current trend of the revised PPE curriculum. Furthermore, the findings indicated several challenges, including limited understanding of the revised PPE curriculum, lack of teacher training specific to pre-primary education, low pay, and poor motivation. Interviews with PPE teachers and administrators revealed that curriculum changes were introduced without adequate preparation or the development of clear implementation strategies and plans. Additionally, it was found that the in-service training provided to pre-primary school teachers was not rooted in the field of early childhood education. As a result, the training they received may not have been helpful in addressing their questions or challenges related to implementing the revised PPE curriculum. The study also revealed that pre-primary teachers faced difficulties in implementing the curriculum due to parents' superficial belief that PPE is merely a play area rather than a structured learning environment. This perception created a barrier to effective school–home collaboration. Moreover, the teaching experience of some pre-primary school teachers was identified as a challenge, as it may not align with the practical demands of implementing the PPE curriculum effectively. Research question 2: What factors influence the implementation of the revised Pre-primary education curriculum? The reason for this research question was to determine the factors influencing the implementation of the PPE curriculum. This was to find out the views of the PPE teachers about which factors they think influence curriculum implementation. The views of the PPE teachers are presented in Table 3. The implementation of the pre-primary education (PPE) is influenced by a complex interaction of factors at the PPE teacher, institutional, community, and policy levels. Understanding these factors is crucial for improving the quality and effectiveness of PPE curriculum. Table 2 indicates the summary of the results from 150 PPE teachers in a survey: Table 2: Factors which influence the implementation of the revised Pre-primary Education Curriculum Items No. of Responses Percentages (%) Teacher competence and training 125 83% Availability of teaching and learning materials 130 87% Classroom environment and infrastructure 135 90% Curriculum clarity relevance 80 53% Parental and community involvement 70 47% Administrative and institutional support 95 63% Language of instruction 85 57% Government policies and funding 90 60% Teacher motivation and working conditions 80 53% Assessment practices 95 63% Attitudes and beliefs of teachers in the revised PPE 88 59% Professional development 95 63% Class size and teacher-child ratio 120 80% Cultural beliefs and practices in PPE curriculum 78 52% A critical analysis of the figure 2 above reveals several factors that affect the implementation of the PPE curriculum. Teachers were asked to respond to a questionnaire regarding the extent to which the listed items in the table can be considered as influencing factors. The results indicated that some items were rated higher than others. For instance, teacher competence and training (83%), availability of teaching and learning materials (87%), classroom environment and infrastructure (90%), and class size and teacher-child ratio (80%) were found to be the major influencing factors affecting PPE curriculum implementation. This implies that PPE teachers are working under challenging conditions. Such a combination of factors prevents them from gaining a full grasp of the PPE curriculum. As a result, they face difficulties in understanding and delivering the content of the revised curriculum. This finding aligns with the study by Okewole, Iluezi-Ogbedu, and Osinowo (2015), which revealed that teaching knowledge and experience in the early childhood curriculum remain problematic in the implementation of early childhood education. Experience also shows that during the curriculum review process; Ministry of Education officials did not adequately assess the implementation environments. This is evidenced by the data presented in Figure 1 and Figure 2 above. In support of data from questionnaires school heads, quality assurers and educational officers interviewed on to what extent they make close follow up on the implementation of PPE curriculum. They were interviewed whether they had enough resources such as child sized furniture and age-appropriate infrastructure to cater for the all-round development of the learners. Among others Head of School B reported: We, the Heads of Schools, are responsible for managing all school premises and overseeing all activities that take place within the school. Each public primary school has an attached Pre-Primary Education (PPE) class. However, the challenge we face is that government funds are allocated specifically for primary education, not for PPE classes. As a result, the Head Teacher is forced to adjust the limited budget to also cover the needs of the PPE class. Consequently, the funds are insufficient, especially since the needs and requirements at the early grade level are often higher compared to other educational levels [Head of School B / Interview / April 2025] In addition, Quality Assurer C stated: To effectively implement a strong PPE curriculum, all stakeholders in education must build collaborative relationships. For example, collaboration is needed between teachers and learners, and between teachers and parents, in order to personalize lessons effectively. Educational officers, heads of schools, and quality assurers must also work together to supervise curriculum implementation. However, in some cases, educational officers, quality assurers, and heads of schools perceive teachers as inferior and treat them in an inhumane manner. As a result, teachers work in fear and are unable to openly share the challenges they face in implementing the curriculum. Therefore, I recommend fostering collaborative efforts among all stakeholders to ensure effective curriculum implementation. [Quality Assurer C / Interview / April 2025]. The above quotes highlight the importance of building collaborative relationships for the effective implementation of the PPE curriculum. In Tanzania, the education sector relies on both internal and external quality assurance mechanisms to assess and improve school performance. Internal processes often include self-assessment, peer reviews, and monitoring by school leadership, while external quality assurance is primarily conducted by District and Zonal Quality Assurers. Quality assurance (QA) in education is a fundamental process that ensures schools provide high-quality learning experiences, promote continuous improvement, and meet regulatory standards. However, these goals cannot be achieved if there are gaps in collaboration among educational stakeholders. Schools must adhere to specific frameworks, procedures, and policies to ensure the effective implementation of the curriculum. Discussion The purpose of this study was to investigate the challenges that pre-primary school teachers face in implementing the revised Pre-Primary Education (PPE) curriculum. The key findings revealed that pre-primary school teachers encounter numerous challenges during implementation. A notable one is that many teachers do not fully understand the revised PPE curriculum introduced in 2023. Additionally, teachers lack sufficient teaching and learning materials, there is inadequate funding for PPE classes, and classrooms are often overcrowded with no assistant teachers to support the lead PPE teachers. The study also highlighted ineffective supervision from educational administrators such as quality assurers, district education officers, and others. Furthermore, parents are not actively involved in supporting their children's learning at home or within the school environment, which places an additional burden on pre-primary teachers, making it difficult for them to manage alone. Moreover, the study found that teachers, along with teaching and learning materials, are the main factors influencing the implementation of the PPE curriculum. These findings align with those of Gobena (2020), who stated that the knowledge and skills of pre-primary school teachers are critical to delivering high-quality developmental and educational experiences to young children. Similarly, Okewole et al. (2015) reported that the availability of resources for teaching and learning activities is essential for the successful implementation of any early childhood education programme. Research conducted by various scholars in Tanzania supports this view, consistently confirming that effective curriculum implementation requires a conducive teaching and learning environment (Chai and Mligo, 2023; Mgoma, 2019; Muhammed et al., 2023). Mubiana and Nkengbeza (2023) emphasized that any input made into the education system whether in terms of management, resources, facilities, or instructional materials will be of limited value if the teacher is unskilled, poorly trained, or uninformed. This implies that any intervention by the United Republic of Tanzania to improve the Pre-Primary Education (PPE) curriculum will have limited impact unless pre-primary school teachers are consistently provided with workshops and seminars to update them on the changes made to the curriculum. Conclusion, Recommendations and Implications of the Study The main aim of this paper was to examine the challenges faced by pre-primary teachers in implementing the revised Pre-Primary Education (PPE) curriculum intended to provide quality education across five zones in Tanzania. The key findings identified several challenges, including: inadequate teaching and learning materials, overcrowded pre-primary classrooms, lack of parental involvement, and limited teacher knowledge of the revised curriculum. Additionally, it was found that administrators often do not allocate sufficient time for educational supervision in their wards and districts. Other challenges included inappropriate teaching methods for young children, lack of learning corners, limited teaching materials, and inadequate recreational facilities.It would be highly beneficial if government authorities collaborated with educational stakeholders to establish a teaching and learning environment aligned with the curriculum reforms. Moreover, the Tanzania Institute of Education (TIE), the institution responsible for curriculum development, should work cooperatively to provide professional development for pre-primary teachers. This support would help teachers gain the necessary knowledge to implement the revised curriculum effectively and in line with the objectives of pre-primary education. The study recommends that both private proprietors and government authorities overseeing pre-primary programmes should organize regular in-service training for PPE teachers, educational administrators, and parents regarding the pre-primary education curriculum. Policymakers should also clearly articulate the goals, needs, and requirements of pre-primary education programmes. Furthermore, educational administrators, especially quality assurers should collaborate with educational officers and pre-primary teachers to address the challenges outlined in this paper. Insights from this research can help policymakers, administrators, and educators better understand the obstacles to effective PPE curriculum implementation and create an environment that fosters a holistic and impactful learning experience for young children. The implications of this study may assist policymakers and educational leaders in identifying and analyzing the challenges faced by PPE teachers in curriculum implementation, as well as in exploring strategies to help teachers overcome these challenges. Declarations Author Contribution Acknowledgments sectionNot applicableDeclaration of conflicting interestThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article’.Funding statementNot applicableEthical approval and informed consent statementsThe study adhered to the ethical issues and fundamental principles in conducting research. Among the ethical issues observed in this study were: First, the researcher obtained research clearance letters from the concerned authorities. Second, the researcher prepared a consent form and request participants to sign accepting their participation after assuring them that the information used for research purposes only. Third, the participants were assured confidentiality to be maintained during and after the data collection. For that that matter the researcher did not use their names to present participants’ views to ensure anonymity and protection. Acknowledgement I highly request for full waiver on Publishing my Manuscript if it will be considered for publication. I am based in the Low-income country Ethics statement: The University’s Research and Publications Committee approved the study. The research was carried out in accordance with the University of Dodoma guidelines and regulations. The study participants were informed that their participation in the study was voluntary, and that they were free to withdraw at any stage of the study if they were not comfortable to continue with the study. Also, study participants were assured of anonymity in the research report. Ethical approval: Ethical approval for this study was obtained from the Ethical Review Board of the University of Dodoma (UDOM). All participants were informed about the study’s purpose, procedures, and the voluntary nature of their participation, and written informed consent was obtained prior to data collection. Confidentiality and anonymity were maintained by removing personal identifiers and securely storing all data. Participants were assured that their involvement in the study would not influence their role in curriculum implementation. The study adhered to both institutional and international ethical standards for research involving human subjects, ensuring the protection of participants’ rights, privacy, and dignity throughout the research process. Consent to participate: This research involved human subjects, so informed written consent to participate in the study was obtained from all participants. Consent to publish : Informed written consent to publish the findings from this study was obtained from all participants. Data Availability The data that support the findings of this study are available from the corresponding author upon reasonable request. Funding The author received no financial support for the research, authorship, and/or publication of this article. 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Muhammed, S.A, Mligo, I.R, and Seni, A.J,. (2023). Parents’ reasons for sending children to pre-primary schools: A case of Kaskazini ‘A’ District Zanzibar, African Journal of Education and Practice , 9 (2), pp 1 – 14. Mubiana, G.C & Nkengbeza, D. (2023). Challenges to the quality of early childhood education delivery at Pre-primary level at five schools in the Zambezi region (Namibia), Preschool Education: Global Trends (2023), Vol. 3, 69–81 https://doi.org/10.31470/2786-703X-2023-3-69-81. Nyerere, J. K. (1988). Education for self-reliance: In Ministry of Education, education policies and directives. Dar es Salaam: Government Printer. Ntumi, S. (2016). Challenges pre-school teachers face in the implementation of the early childhood curriculum in the Cape Coast Metropolis, Journal of Education and Practice , (7, (1). Nyerere, J. K. (1967). Education for self-reliance . Dar es Salaam: Government Printer. Tanzania Institute of Education (Taasisi ya Elimu Tanzania). (2018). Ripoti ya utafiti wa maoni ya kuboresha mtaala wa mafunzo ya ualimu tarajali ngazi ya astashahada. Taasisi ya Elimu Tanzania. United Republic of Tanzania. (2014). Education and training policy. Ministry of Education, Science and Technology , Author. Okewole, J. O., Iluezi-Ogbedu, V. A., & Osinowo O. A. (2015). An evaluation of the implementation of early childhood education curriculum in Osun State. Journal of Education and Practice, 6(4), 48-54. Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7120049","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":501726444,"identity":"f8757502-ac79-4754-ba99-ca2e9d691575","order_by":0,"name":"Ignasia Mligo","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA2klEQVRIiWNgGAWjYBACNhDxwADIYG8AsgwsiNSSANTCx3MApEWCSKsSgFhOAkQyEKGFj//w0Q0JBbVybJLPr274USDBwN/enYDfYRJpaTcSDI4bs0nnlN3sATpM4szZDQS08JgBtRxLbJPOSbvBA9RiIJFLQAv/+W8QLZJn0m7+IUoLQw4bUEtNYpsE+7HbxNkikQZy2AFjNp4cttsyBhI8BP0i33/42Y0Pf+rk5NuPP7v55o+NHH97L34tUHAYiHkMQCweYpSDQB0Qsz8gVvUoGAWjYBSMMAAAUfJEk9rmlSUAAAAASUVORK5CYII=","orcid":"","institution":"The University of Dodoma","correspondingAuthor":true,"prefix":"","firstName":"Ignasia","middleName":"","lastName":"Mligo","suffix":""}],"badges":[],"createdAt":"2025-07-14 10:23:34","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7120049/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7120049/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":89665873,"identity":"d5b906ec-be76-485c-a051-ee172eef75fb","added_by":"auto","created_at":"2025-08-22 12:06:37","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":119517,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eChallenges Teachers face in Implementation of PPE Curriculum\u003c/em\u003e\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7120049/v1/6ea4da48d955ab5de9fc6267.jpg"},{"id":89665874,"identity":"3baba79c-712b-4491-bdbd-8d749bd25c79","added_by":"auto","created_at":"2025-08-22 12:06:37","extension":"jpg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":131725,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eFactors which influence the implementation of the Pre-primary Education Curriculum\u003c/em\u003e\u003c/p\u003e","description":"","filename":"2.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7120049/v1/1534835b4c89308b6a92fbc1.jpg"},{"id":89667664,"identity":"e304710f-f40a-44e8-8e70-4087170d38a2","added_by":"auto","created_at":"2025-08-22 12:22:37","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1130840,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7120049/v1/99c87f2f-6f80-4584-aa55-7f2f522cb3c2.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eChallenges Pre-Primary Teachers Face in the Implementation of the Revised Pre-Primary Education Curriculum in Tanzania\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eGlobally, there has been increased attention given to the Millennium Development Goals, which include the provision of education and care for children aged 0\u0026ndash;8 years. However, educators, administrators, parents, and the wider community often have limited knowledge about the benefits of early investment (Cascio, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mligo, Mitchell, and Beverley, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e; Muhammed, Mligo, and Seni, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). Early Childhood Education (ECE) refers to education provided in institutions such as childcare centres and pre-primary schools to children aged three to six years, prior to their entry into formal primary education (Cascio, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mligo, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). These programmes support young children in the years before they attend primary school and lay a strong foundation for future learning and development (Cascio, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e; Muhammed et al., \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). Previous studies emphasize that children who attend quality pre-school programmes gain a significant advantage over those exposed to poorly designed or inadequately implemented ECE programmes or curricula (Cascio, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e; Heckman, \u003cspan class=\"CitationRef\"\u003e2004\u003c/span\u003e). Experience shows that while a nation may develop a good curriculum, its success depends on the knowledge, competence, and availability of appropriate teaching materials among implementers. Pre-primary school teachers are the primary educators and play a vital role in curriculum implementation during the early years of a child\u0026rsquo;s development (Mubiana and Nkengbeza, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e; Ntumi, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eIn the Tanzanian context, the revised Pre-primary Education (PPE) Curriculum was introduced in 2023. However, literature reveals that many pre-primary teachers have limited knowledge of the new curriculum (Muhammed et al., \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). Unfortunately, there is a lack of research on the implementation of this revised curriculum. This gap in literature and research hinders stakeholders from making informed decisions, often resulting in reliance on subjective information (Mgoma, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e; Mubiana, David, \u0026amp; Nkengbeza, 2023; Ntumi, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e). Young children are born with the capacity to understand the world around them when they are provided with a supportive environment and qualified teachers. Mubiana and Nkengbeza (\u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e) report that children\u0026apos;s brains are ready to learn when the right conditions are met. They assert that both the environment and genetics play crucial roles in brain development. Therefore, young children must receive proper attention and effective instruction to fully realize their potential (Cascio, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e; Kaplancali \u0026amp; Demirkol, \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e). Early childhood education is critical to a child\u0026rsquo;s development (Mubiana \u0026amp; Nkengbeza, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). Quality ECE prepares children for a more productive future and a better quality of life, which in turn contributes to national economic growth. For quality ECE to occur, all key education stakeholders must promote a supportive teaching and learning environment in pre-primary schools (Mligo, Mitchell, and Beverley, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e; Muhammed, Mligo, and Seni, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). Effective implementation of the PPE curriculum is essential to achieving quality education.\u003c/p\u003e\n\u003cp\u003eUnderstanding the challenges PPE teachers face in implementing the curriculum and the solutions suggested will benefit both teachers and children by improving the quality of early childhood education in the five selected zones with pre-primary schools in Tanzania. ECE is particularly beneficial for children from low socio-economic backgrounds (Mubiana and Nkengbeza, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). Scholars have shown that early exposure to quality education positively influences cognitive development and school readiness for children from low-income families. When these children receive high-quality ECE through proper curriculum implementation, they acquire early literacy and numeracy skills, and enhanced cognitive and socio-emotional development, enabling them to keep pace with peers from middle- and high-income backgrounds (Cascio, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e; Muhammed et al., \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). ECE also fosters social interaction, helping children develop social skills alongside academic ones (Mubiana and Nkengbeza, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e; Ntumi, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e). Mligo (\u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e) highlights that children learn cooperation through early education received in childcare centres and pre-schools, equipping them with essential life skills before formal schooling. These skills enable them to follow rules and remain safe in society.\u003c/p\u003e\n\u003cp\u003eGobena (\u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e) found that a major reason parents enrol their children in ECE centres is to help them become socialized, active, and equipped with basic life skills. Furthermore, research shows that children who receive ECE are more likely to become emotionally and socially competent adults compared to those who do not. Gobena (\u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e) further established that such children are less likely to engage in criminal activities and are more likely to complete higher education and attend college. Therefore, early investment in quality childcare centres and PPE settings along with effective curriculum implementation is not just beneficial but essential.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe Revised Pre-primary Education Curriculum in Tanzania\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Pre-primary Education (PPE) curriculum in Tanzania was developed based on the 2014 Education and Training Policy and the 2023 edition, incorporating stakeholders\u0026rsquo; opinions collected and analyzed between 2021 and 2022 (URT, 2014; 2023). Additionally, the revision was informed by a review of relevant documents and international experiences to guide improvements. The revised PPE curriculum aligns with the national education vision, which aims to prepare Tanzanian citizens who are knowledgeable, skilled, and possess positive attitudes valuing equality, justice, and lifelong learning to foster sustainable national and global development (Ministry of Education, Science and Technology, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e; URT, 2023).\u003c/p\u003e\n\u003cp\u003eExperiences from various countries have demonstrated that the development of a strong education system largely depends on the quality of its teachers (Cascio, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e; Mubiana \u0026amp; Nkengbeza, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). Emphasizing the significance of education, the Father of the Nation, \u003cem\u003eMwalimu Julius Kambarage Nyerere\u003c/em\u003e, stated: \u003cem\u003e\u0026quot;Any education policy, however good it may be, cannot succeed without having teachers who have been well prepared\u0026quot; (\u003c/em\u003eNyerere, \u003cspan class=\"CitationRef\"\u003e1988\u003c/span\u003e, \u003cem\u003epp. 64\u0026ndash;65\u003c/em\u003e). He further emphasized that teachers are entrusted with the responsibility of building the nation by instilling knowledge, skills, and moral values in future generations. Consequently, for any changes in policy, curriculum, or education systems to be effective, teachers must be adequately prepared (Ministry of Education, Science and Technology, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e; Tanzania Institute of Education, 2018). It is therefore evident that for the PPE curriculum to be successfully implemented, there must be a sufficient number of qualified teachers equipped with the right skills, ethical standards, and motivation (URT, 2023).\u003c/p\u003e\n\u003cp\u003eThe 2014 Education and Training Policy and the 2023 edition also emphasize the importance of having competent teachers who can enable learners to develop self-reliance, a love for work, effective study habits, and a positive attitude toward economic, social, and political transformation (Tanzania Institute of Education, 2018; URT, 2023). Similarly, the philosophy of Education for Self-Reliance, introduced in 1967 by Mwalimu Julius Kambarage Nyerere (Nyerere, \u003cspan class=\"CitationRef\"\u003e1967\u003c/span\u003e), underscores the provision of education that empowers Tanzanians to be self-sufficient and capable of managing their environment (Ministry of Education, Science and Technology, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e; URT, 2014).\u003c/p\u003e\n\u003cp\u003eGuided by these declarations, policies, philosophies, and stakeholder inputs, the revised PPE curriculum is designed to equip teachers with the knowledge, skills, and attitudes necessary to contribute meaningfully to national development. It also integrates advancements in science and technology and promotes 21st-century skills such as communication, creativity, collaboration, and problem-solving essential for the modern world (Ministry of Education, Science and Technology, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eMoreover, this curriculum aims to prepare teachers to be independent, enabling them to seize available opportunities, manage their lives effectively, and either secure employment or become self-employed (Ministry of Education, Science and Technology, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e; URT, 2023). The curriculum also addresses the need to develop key competencies, including communication, collaboration, critical thinking, life skills, technical know-how, and ICT proficiency necessary to tackle social and economic challenges (Lim and Wardrip, \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e). Gobena (\u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e) also highlights the importance of teachers\u0026rsquo; understanding of the PPE curriculum, noting that proper implementation is essential for achieving educational goals. When pre-primary teachers lack a detailed understanding of both the theoretical and practical frameworks of early childhood education, successful implementation becomes difficult (Bondar et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e; Mgoma, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e; Okewole et al., \u003cspan class=\"CitationRef\"\u003e2015\u003c/span\u003e). Therefore, numerous challenges exist that hinder effective implementation of the PPE curriculum by teachers.\u003c/p\u003e\n\u003cp\u003eFurthermore, Tanzania decided to revise the PPE curriculum due to the following motives:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAlignment with national education reforms\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\n \u003cp\u003eTo harmonize with Tanzania\u0026rsquo;s broader education policy reforms (e.g., Education and Training Policy 2014 and the 2023 reforms).\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003eEnsure pre-primary education supports the Competence-Based Curriculum (CBC) goals introduced in primary and secondary education.\u003c/p\u003e\n \u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eAddressing gaps in the old PPE curriculum\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\n \u003cp\u003eThe previous curriculum had limited content, especially in emerging areas such as ICT, environmental awareness, and inclusive education.\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003eLack of adequate local context and cultural relevance.\u003c/p\u003e\n \u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eChild-centered and competency-based learning\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\n \u003cp\u003eShift from a content-based approach to a competency-based and learner-centered methodology.\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003ePromote holistic development of children (cognitive, social-emotional, physical, and moral).\u003c/p\u003e\n \u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eImproving teaching and learning materials\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\n \u003cp\u003eRevision enables the development of new textbooks, teacher guides, and learning aids aligned with updated pedagogy.\u003c/p\u003e\n \u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003ePromoting school readiness\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\n \u003cp\u003eStrengthen school readiness to ensure smooth transition to Standard I.\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003eEmphasize pre-literacy, pre-numeracy, and life skills development.\u003c/p\u003e\n \u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eSupport for inclusive and equitable education\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\n \u003cp\u003eReflect the needs of diverse learners, including children with disabilities and those from marginalized communities.\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003eAlign with Sustainable Development Goal 4 (inclusive and equitable quality education for all).\u003c/p\u003e\n \u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eIt is important to note that curriculum implementation cannot take place without consideration of PPE teachers and the learners. The learner is therefore the central figure in the curriculum implementation process. Implementation takes place by teachers being well equipped to facilitate learners to acquire the planned or intended experiences, knowledge, skills, ideas and attitudes that are aimed at enabling the same learner to function effectively in a society.\u003c/p\u003e\n\u003cp\u003eIn view of the above, Tanzania recognized the necessity of revising its Pre-Primary Education (PPE) Curriculum to align with the intended national educational goal (Ministry of Education, Science and Technology, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e). With this in mind, the researcher found it is imperative to explore the challenges that pre-primary teachers face in implementing the revised PPE curriculum. Identifying these challenges is essential, as it enables a better understanding of the barriers affecting effective curriculum implementation. When the challenges are clearly identified, it becomes easier to propose practical solutions. Therefore, it is important to conduct a study aimed at uncovering the challenges encountered by PPE teachers in selected pre-primary schools in Tanzania.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePurpose of the Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe main purpose of the study was to explore the challenges that Tanzanian pre-primary teachers face in the implementation of the revised pre-primary education curriculum. The study also aimed to provide data for policy makers and educational leaders in discovering by analyzing pre-primary teachers challenges they face in the classroom. The study was guided by the following research questions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch questions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cspan\u003e\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e1. What challenges do pre-primary teachers face in the implementation of the revised pre-primary education curriculum?\u003c/p\u003e\u003cspan\u003e\n \u003cp\u003e2. What factors influence the implementation of the revised pre-primary education curriculum?\u003c/p\u003e\n\u003c/span\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e"},{"header":"Methods and Procedures","content":"\u003cp\u003e\u003cb\u003eResearch design\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis mixed research approach employed a case study design (Yin, 2014), to explore challenges pre-primary teachers face in the implementation of PPE curriculum in Tanzania. Using both quantitative and qualitative methods approach increases validity and reliability by cross-verifying findings as well as triangulation. Different data sources or methods confirming the same result boosts confidence in conclusions (Cohen et, al. 2018; Creswell 2014; Sarantakos; 2013).\u003c/p\u003e\u003cp\u003e\u003cb\u003eParticipants\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe population consisted of 150 pre-primary schools, 150 pre-primary school teachers and 30 school administrators which comprised quality assurers, education officers, and head of schools sampled from the eight zones, stratified sampling technique was used to select the five zones. The zones were clustered as follows: Eastern zone where pre-primary teachers and administrators met in Morogoro region, Southern Highlands zone met in Mbeya region, Western zone met in Tabora region, central zone met in Singida region and Lake zone met in Mwanza region. The sampled schools were those who have pre-primary teachers and for teachers were those who teach PPE class. Purposive sampling was used to select quality assurers, education officers and Head of schools (Bernard 2013; Creswell 2014; Neuman 2011; Sarantakos 2013).\u003c/p\u003e\u003cp\u003e\u003cb\u003eData Collection Methods\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis study employed questionnaires, interviews and document reviews. Teachers were subjected to questionnaires while educational administrators participated in interviews. Each interview lasted for 45–60 minutes for each administrator and was conducted during working hours. All the study participants gave their consent for the interviews to be recorded with a voice recorder. To conceal the identity of the study participants synonyms names were used. A document analysis guide was used to see whether the pre-primary school teachers were able to interpret, comprehend and understand the revised curriculum and its instruments and whether lessons comprehended with the syllabus. Also, policy documents were reviewed to see what was in the documents in relation to what PPE teachers were implementing in the classroom context.\u003c/p\u003e\u003ch2\u003eData Analysis\u003c/h2\u003e\u003cp\u003eThe data of this study was quantitative and qualitative in nature. Quantitative data was analysed descriptively where tables, frequencies and percentages were computed. Qualitative data after completion of the data generation, the exercise of transcription started. The voice recorder that contained interview data was carefully listened to and transcriptions were made. Thereafter this qualitative data was read verbatim and analysed thematically by NVivo 10 software, where themes related to the research questions were identified and coded. The researchers coded the materials using a coding framework developed by Braun and Clarke (2014).\u003c/p\u003e"},{"header":"Research Findings and Discussion","content":"\u003cp\u003e\u003cstrong\u003eResearch question 1: What challenges do pre-primary teachers face in the implementation of the PPE curriculum?\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis question was answered with data from respondent\u0026rsquo;s information on challenges pre-primary school teachers face in the implementation of the PPE curriculum. The findings indicated that PPE teachers face a range of challenges when implementing the PPE\u0026nbsp;curriculum, especially in low- and middle-income contexts. Furthermore, findings designated that such challenges often hinder the delivery of high-quality early learning experiences that are essential for a child\u0026apos;s development. The following table indicates the summary of the results from 150 PPE teachers:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1: Responses of Pre-primary Teachers in the Questionnaire\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eItems\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo. of Responses\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentages (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eLack of budget on the pre-primary program\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e83.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eLack of assistant teachers to support pre-primary teachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e130\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e86.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eLow pay and motivation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e118\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e78.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eProper teaching methods for young children\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e64\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eLack of commitment of the educational administrators\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e110\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e73.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eHigh teacher-child ratio\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e83.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eLack of space for educational learning corners\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eLack of parental involvement\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e110\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e73.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eLack of teacher training based on pre-primary education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e86\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e57.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eAvailability of\u0026nbsp;infrastructure and facilities in the school.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e65.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eLimited understanding of the revised PPE curriculum \u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e110\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e73.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eLack of teaching materials and recreational facilities.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e63.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eLanguage barriers\u0026nbsp;in early childhood education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e53.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 366px;\"\u003e\n \u003cp\u003eOvercrowded pre-primary classrooms\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e120\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe above figure indicates challenges pre-primary teachers face in the implementation of the PPE curriculum. The situation indicates how much PPE teachers struggle to implement curriculum in unsupportive environment. For instance, high teacher-child ratio (83.3%), overcrowded classrooms (80%) with lack of assistant teachers to support pre-primary teachers (86.7%) have carried high percentages. Furthermore, the findings indicated that the PPE classes have no budget (83.3%) to run their activities. It is likely when schools got money from the government Head of schools locate more in primary schools as a result PPE classes remain unsupported. Lack of enough spaces for children\u0026rsquo; learning corners, availability of curriculum materials to each child in classroom, limited understanding of the revised PPE curriculum and others refer Figure 1 above contributed to ineffective implementation of the curriculum.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eData from the survey on the challenges pre-primary teachers face in the implementation of the PPE curriculum was supported by interviews from educational administrators which comprised Head of schools, quality assurers and educational officers. The findings indicated that educational administrators were not well engaged on the follow up of curriculum implementation and the supervision of teachers\u0026rsquo; works. Among others one quality assurer reported:\u003c/p\u003e\n\u003cp\u003eAs quality assurers, our role is to closely monitor how teachers implement teaching and learning activities, as well as how they manage the learning environment. We routinely assess their understanding and interpretation of the curriculum, the preparation of lesson plans, and the use of varied teaching methods and strategies [Quality Assurer A / Interview / April 2025].\u003c/p\u003e\n\u003cp\u003eA similar concern was expressed by a PPE teacher:\u003c/p\u003e\n\u003cp\u003eClassrooms are overcrowded, with a high teacher-to-pupil ratio of 1:120. There is no assistant teacher to support the PPE teacher in the classroom. Teaching and learning materials are insufficient, and the availability of infrastructure and facilities in the school is a critical issue. Teachers make efforts to improvise teaching and learning materials, but we cannot use them effectively because the classroom space is inadequate [PPE Teacher 1 / Interview / April 2025].\u003c/p\u003e\n\u003cp\u003eThe above quotes locate emphasize on the importance of learning environment and infrastructure. \u0026nbsp;Infrastructure provides bases for the rest, once the deficiencies related to infrastructure occur, this may trigger other problems as well. One of the sources problems relating to pre-primary education curriculum implementation is insufficient budget and facilities not available in the schools. Nonetheless, school administrators organised is not enough to abreast pre-primary school teachers with the current trend of the revised PPE curriculum.\u003c/p\u003e\n\u003cp\u003eFurthermore, the findings indicated several challenges, including limited understanding of the revised PPE curriculum, lack of teacher training specific to pre-primary education, low pay, and poor motivation. Interviews with PPE teachers and administrators revealed that curriculum changes were introduced without adequate preparation or the development of clear implementation strategies and plans. Additionally, it was found that the in-service training provided to pre-primary school teachers was not rooted in the field of early childhood education. As a result, the training they received may not have been helpful in addressing their questions or challenges related to implementing the revised PPE curriculum.\u003c/p\u003e\n\u003cp\u003eThe study also revealed that pre-primary teachers faced difficulties in implementing the curriculum due to parents\u0026apos; superficial belief that PPE is merely a play area rather than a structured learning environment. This perception created a barrier to effective school\u0026ndash;home collaboration.\u003c/p\u003e\n\u003cp\u003eMoreover, the teaching experience of some pre-primary school teachers was identified as a challenge, as it may not align with the practical demands of implementing the PPE curriculum effectively.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch question 2: What factors influence the implementation of the revised \u0026nbsp;Pre-primary education curriculum?\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe reason for this research question was to determine the factors influencing the implementation of the PPE curriculum. This was to find out the views of the PPE teachers about which factors they think influence curriculum implementation. The views of the PPE teachers are presented in Table 3.\u0026nbsp;The implementation of the pre-primary education (PPE) is influenced by a complex interaction of factors at the PPE teacher, institutional, community, and policy levels. Understanding these factors is crucial for improving the quality and effectiveness of PPE curriculum. Table 2 indicates the summary of the results from 150 PPE teachers in a survey:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2: Factors which influence the implementation of the revised Pre-primary Education Curriculum\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"522\" class=\"fr-table-selection-hover\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eItems\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo. of Responses\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentages (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eTeacher competence and training\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e83%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eAvailability of teaching and learning materials\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e130\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e87%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eClassroom environment and infrastructure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e135\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e90%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eCurriculum clarity relevance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e53%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eParental and community involvement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e47%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eAdministrative and institutional support\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e63%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eLanguage of instruction\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e57%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eGovernment policies and funding\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e60%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eTeacher motivation and working conditions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e53%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eAssessment practices\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e63%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eAttitudes and beliefs of teachers in the revised PPE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e59%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eProfessional development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e63%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eClass size and teacher-child ratio\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e120\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e80%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 342px;\"\u003e\n \u003cp\u003eCultural beliefs and practices in PPE curriculum\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e52%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eA critical analysis of the figure 2 above reveals several factors that affect the implementation of the PPE curriculum. Teachers were asked to respond to a questionnaire regarding the extent to which the listed items in the table can be considered as influencing factors. The results indicated that some items were rated higher than others. For instance, teacher competence and training (83%), availability of teaching and learning materials (87%), classroom environment and infrastructure (90%), and class size and teacher-child ratio (80%) were found to be the major influencing factors affecting PPE curriculum implementation.\u003c/p\u003e\n\u003cp\u003eThis implies that PPE teachers are working under challenging conditions. Such a combination of factors prevents them from gaining a full grasp of the PPE curriculum. As a result, they face difficulties in understanding and delivering the content of the revised curriculum. This finding aligns with the study by Okewole, Iluezi-Ogbedu, and Osinowo (2015), which revealed that teaching knowledge and experience in the early childhood curriculum remain problematic in the implementation of early childhood education. Experience also shows that during the curriculum review process; Ministry of Education officials did not adequately assess the implementation environments. This is evidenced by the data presented in Figure 1 and Figure 2 above.\u003c/p\u003e\n\u003cp\u003eIn support of data from questionnaires school heads, quality assurers and educational officers interviewed on to what extent they make close follow up on the implementation of PPE curriculum. They were interviewed whether they had enough resources such as child sized furniture and age-appropriate infrastructure to cater for the all-round development of the learners. Among others Head of School B reported:\u003c/p\u003e\n\u003cp\u003eWe, the Heads of Schools, are responsible for managing all school premises and overseeing all activities that take place within the school. Each public primary school has an attached Pre-Primary Education (PPE) class. However, the challenge we face is that government funds are allocated specifically for primary education, not for PPE classes. As a result, the Head Teacher is forced to adjust the limited budget to also cover the needs of the PPE class. Consequently, the funds are insufficient, especially since the needs and requirements at the early grade level are often higher compared to other educational levels [Head of School B / Interview / April 2025]\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eIn addition, Quality Assurer C stated:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo effectively implement a strong PPE curriculum, all stakeholders in education must build collaborative relationships. For example, collaboration is needed between teachers and learners, and between teachers and parents, in order to personalize lessons effectively. Educational officers, heads of schools, and quality assurers must also work together to supervise curriculum implementation. However, in some cases, educational officers, quality assurers, and heads of schools perceive teachers as inferior and treat them in an inhumane manner. As a result, teachers work in fear and are unable to openly share the challenges they face in implementing the curriculum. Therefore, I recommend fostering collaborative efforts among all stakeholders to ensure effective curriculum implementation. [Quality Assurer C / Interview / April 2025].\u003c/p\u003e\n\u003cp\u003eThe above quotes highlight the importance of building collaborative relationships for the effective implementation of the PPE curriculum. In Tanzania, the education sector relies on both internal and external quality assurance mechanisms to assess and improve school performance. Internal processes often include self-assessment, peer reviews, and monitoring by school leadership, while external quality assurance is primarily conducted by District and Zonal Quality Assurers. Quality assurance (QA) in education is a fundamental process that ensures schools provide high-quality learning experiences, promote continuous improvement, and meet regulatory standards. However, these goals cannot be achieved if there are gaps in collaboration among educational stakeholders. Schools must adhere to specific frameworks, procedures, and policies to ensure the effective implementation of the curriculum.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe purpose of this study was to investigate the challenges that pre-primary school teachers face in implementing the revised Pre-Primary Education (PPE) curriculum. The key findings revealed that pre-primary school teachers encounter numerous challenges during implementation. A notable one is that many teachers do not fully understand the revised PPE curriculum introduced in 2023. Additionally, teachers lack sufficient teaching and learning materials, there is inadequate funding for PPE classes, and classrooms are often overcrowded with no assistant teachers to support the lead PPE teachers. The study also highlighted ineffective supervision from educational administrators such as quality assurers, district education officers, and others. Furthermore, parents are not actively involved in supporting their children\u0026apos;s learning at home or within the school environment, which places an additional burden on pre-primary teachers, making it difficult for them to manage alone.\u003c/p\u003e\n\u003cp\u003eMoreover, the study found that teachers, along with teaching and learning materials, are the main factors influencing the implementation of the PPE curriculum. These findings align with those of Gobena (2020), who stated that the knowledge and skills of pre-primary school teachers are critical to delivering high-quality developmental and educational experiences to young children. Similarly, Okewole et al. (2015) reported that the availability of resources for teaching and learning activities is essential for the successful implementation of any early childhood education programme. Research conducted by various scholars in Tanzania supports this view, consistently confirming that effective curriculum implementation requires a conducive teaching and learning environment (Chai and Mligo, 2023; Mgoma, 2019; Muhammed et al., 2023). Mubiana and Nkengbeza (2023) emphasized that any input made into the education system whether in terms of management, resources, facilities, or instructional materials will be of limited value if the teacher is unskilled, poorly trained, or uninformed.\u003c/p\u003e\n\u003cp\u003eThis implies that any intervention by the United Republic of Tanzania to improve the Pre-Primary Education (PPE) curriculum will have limited impact unless pre-primary school teachers are consistently provided with workshops and seminars to update them on the changes made to the curriculum.\u003c/p\u003e"},{"header":"Conclusion, Recommendations and Implications of the Study","content":"\u003cp\u003eThe main aim of this paper was to examine the challenges faced by pre-primary teachers in implementing the revised Pre-Primary Education (PPE) curriculum intended to provide quality education across five zones in Tanzania. The key findings identified several challenges, including: inadequate teaching and learning materials, overcrowded pre-primary classrooms, lack of parental involvement, and limited teacher knowledge of the revised curriculum. Additionally, it was found that administrators often do not allocate sufficient time for educational supervision in their wards and districts. Other challenges included inappropriate teaching methods for young children, lack of learning corners, limited teaching materials, and inadequate recreational facilities.It would be highly beneficial if government authorities collaborated with educational stakeholders to establish a teaching and learning environment aligned with the curriculum reforms. Moreover, the Tanzania Institute of Education (TIE), the institution responsible for curriculum development, should work cooperatively to provide professional development for pre-primary teachers. This support would help teachers gain the necessary knowledge to implement the revised curriculum effectively and in line with the objectives of pre-primary education.\u003c/p\u003e\n\u003cp\u003eThe study recommends that both private proprietors and government authorities overseeing pre-primary programmes should organize regular in-service training for PPE teachers, educational administrators, and parents regarding the pre-primary education curriculum. Policymakers should also clearly articulate the goals, needs, and requirements of pre-primary education programmes. Furthermore, educational administrators, especially quality assurers should collaborate with educational officers and pre-primary teachers to address the challenges outlined in this paper. Insights from this research can help policymakers, administrators, and educators better understand the obstacles to effective PPE curriculum implementation and create an environment that fosters a holistic and impactful learning experience for young children. The implications of this study may assist policymakers and educational leaders in identifying and analyzing the challenges faced by PPE teachers in curriculum implementation, as well as in exploring strategies to help teachers overcome these challenges.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eAcknowledgments sectionNot applicableDeclaration of conflicting interestThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article\u0026rsquo;.Funding statementNot applicableEthical approval and informed consent statementsThe study adhered to the ethical issues and fundamental principles in conducting research. Among the ethical issues observed in this study were: First, the researcher obtained research clearance letters from the concerned authorities. Second, the researcher prepared a consent form and request participants to sign accepting their participation after assuring them that the information used for research purposes only. Third, the participants were assured confidentiality to be maintained during and after the data collection. For that that matter the researcher did not use their names to present participants\u0026rsquo; views to ensure anonymity and protection.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eI highly request for full waiver on Publishing my Manuscript if it will be considered for publication. I am based in the Low-income country\u003c/p\u003e\u003cul\u003e\n \u003cli\u003e\u003cstrong\u003eEthics statement:\u0026nbsp;\u003c/strong\u003eThe University\u0026rsquo;s Research and Publications Committee approved the study. The research was carried out in accordance with the University of Dodoma guidelines and regulations. The study participants were informed that their participation in the study was voluntary, and that they were free to withdraw at any stage of the study if they were not comfortable to continue with the study. Also, study participants were assured of anonymity in the research report.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eEthical approval:\u003c/strong\u003e Ethical approval for this study was obtained from the Ethical Review Board of the University of Dodoma (UDOM). All participants were informed about the study\u0026rsquo;s purpose, procedures, and the voluntary nature of their participation, and written informed consent was obtained prior to data collection. Confidentiality and anonymity were maintained by removing personal identifiers and securely storing all data. Participants were assured that their involvement in the study would not influence their role in curriculum implementation. The study adhered to both institutional and international ethical standards for research involving human subjects, ensuring the protection of participants\u0026rsquo; rights, privacy, and dignity throughout the research process.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eConsent to participate:\u0026nbsp;\u003c/strong\u003eThis research involved human subjects, so informed written consent to participate in the study was obtained from all participants.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eConsent to publish\u003c/strong\u003e: Informed written consent to publish the findings from this study was obtained from all participants.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data that support the findings of this study are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author received no financial support for the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo competing interest in relation to the work described.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;ORCID iD\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIgnasia Mligo \u003cstrong\u003eiD\u003c/strong\u003e https://orcid.org/0000-0003-0063-2043\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number:\u0026nbsp;\u003c/strong\u003eNot applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBondar, T., Dobosh, O., \u0026amp; Aleksandrovich, M. 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Ripoti ya utafiti wa maoni ya kuboresha mtaala wa mafunzo ya ualimu tarajali ngazi ya astashahada. Taasisi ya Elimu Tanzania. \u003c/li\u003e\n\u003cli\u003eUnited Republic of Tanzania. (2014). Education and training policy. \u003cem\u003eMinistry of Education, Science and Technology\u003c/em\u003e\u003cem\u003e,\u003c/em\u003e Author.\u003c/li\u003e\n\u003cli\u003eOkewole, J. O., Iluezi-Ogbedu, V. A., \u0026amp; Osinowo O. A. (2015). An evaluation of the implementation of early childhood education curriculum in Osun State. \u003cem\u003eJournal of Education and Practice,\u003c/em\u003e 6(4), 48-54. \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Early childhood education, curriculum implementation, challenges, pre-primary education, pre-primary school teachers","lastPublishedDoi":"10.21203/rs.3.rs-7120049/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7120049/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe study examined the challenges that pre-primary teachers encounter in implementing the revised pre-primary education curriculum, as well as the factors influencing its implementation. A mixed-methods approach was employed, using a case study research design. A convenient sample of 150 pre-primary teachers was selected from 150 primary schools with attached pre-primary classes. Additionally, 30 administrators were purposively selected from five designated zones, comprising 20 heads of schools, 5 quality assurers, and 5 education officers. Purposive, stratified, and simple random sampling techniques were used to select the participants. Data were collected through structured questionnaires, semi-structured interviews, and document reviews. The key findings revealed that pre-primary teachers face numerous challenges in implementing the revised curriculum. Notably, many teachers lack a clear understanding of the revised curriculum. Furthermore, they are constrained by a shortage of teaching and learning materials, overcrowded classrooms with inadequate infrastructure, and the absence of assistant teachers to support instructional activities. Additionally, administrators devote limited time to education supervision within their wards and districts, making it difficult for teachers to manage their responsibilities effectively. The study also identified that teacher capacity, availability of teaching and learning materials, and insufficient budgeting for pre-primary classes are among the major factors affecting curriculum implementation. Based on these findings, the researcher recommends that government authorities overseeing the pre-primary education program organize regular professional development sessions for both teachers and administrators, with a focus on the effective implementation of the revised curriculum.\u003c/p\u003e","manuscriptTitle":"Challenges Pre-Primary Teachers Face in the Implementation of the Revised Pre-Primary Education Curriculum in Tanzania","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-22 12:06:32","doi":"10.21203/rs.3.rs-7120049/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-10-07T14:39:00+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-05T09:35:59+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"222146288157305851687171008598097090311","date":"2025-09-04T17:08:35+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-01T19:11:48+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"327305262261183005236298292844450605078","date":"2025-09-01T06:04:19+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-15T02:35:55+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-08-15T02:34:42+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-08-12T08:01:42+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-20T13:31:20+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-07-20T13:28:15+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"0fda424a-9878-493a-b441-824d3c7e42d8","owner":[],"postedDate":"August 22nd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-04-20T16:38:21+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-22 12:06:32","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7120049","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7120049","identity":"rs-7120049","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}