PhD Public Defense for Mr. Daudi Manyama

INVITATION: The Dean, School of Education under the College of Education and External Studies (CEES), cordially invites you to the PhD Public Defense of the following candidate:

Name of the Candidate: Mr. Daudi Manyama

Title of Thesis:

The Role of Teachers’ Involvement in Curriculum Development on the Effectiveness of Teaching in selected Public Primary Schools in Geita Region, Tanzania

Date:  Friday 28th   August 2026.

Time: 9:30 am

Venue: 

School of Education Board Room, College of Education and External  Studies, Makerere University

Supervisors:

Dr. Michael Walimbwa and Dr. Samuel Ssekiziyivu

Abstract:

Although teachers play essential role in the process of curriculum development, the way in which their involvement influences their teaching effectiveness was largely unknown. This study therefore explored how teachers’ involvement in curriculum development influences their teaching effectiveness in public primary schools in Geita Region, Tanzania. The study’s conceptualization of curriculum development focused on design, implementation and evaluation while teaching effectiveness was conceptualized as effective planning and preparation for teaching, actual instruction of learning, management of classroom environment as well as professional responsibilities. Taba’s model of curriculum development and Danielson’s framework for effective teaching model underpinned the study. The Constructivist/interpritivist paradigm was the philosophical underpinning which this qualitative multiple case study used. Five teachers who engaged in curriculum development constituted the cases. Data was collected from these cases, curriculum developers, DCSQAOs, and pupils; using interview guides, lesson observation checklists, focus group discussion guide, and document review checklists. The study findings revealed that, the ways in which teachers’ involvement in curriculum implementation influences their teaching effectiveness are more authentic compared to those of design and evaluation because in these two, involvement was not as direct as it is in the former. It was thus concluded that the influence of teachers’ involvement in curriculum design, implementation and evaluation on their teaching effectiveness was moderate, expressive and immaterial respectively. The study recommends that, the teachers’ role in curriculum development should be strengthened through collaboration with curriculum developers and DCSQAOs such that the teachers are also equipped with all what they need to effectively engage in curriculum development and consequently improve their teaching effectiveness. As a policy implication, the study proposes a Curriculum Development for Effective Pedagogy model (CDEP model) to guide stake holders on how to put the study’s recommendations in practice.

 Your presence and participation will be highly appreciated as we support the student in this important academic milestone.