Exploring teachers’ perceptions of sense-making and the classroom implementation of the new curriculum reforms in lower secondary schools in Tanzania

Curriculum reforms are significant initiatives to address students’ and societal needs. However, in many cases, these reforms overlook the key voices involved in the process. In this qualitative study, we conducted interviews and qualitative surveys with 50 teachers across five schools in Tanzania to explore their perceptions of the newly implemented curriculum for students entering this educational level at around 13 years old. Using the educational change policy framework, we identified that teachers understood the curriculum but reported implementation difficulties; a disconnect between classroom instruction and exam expectations, creating a paradox between curriculum requirements and teacher practices. These gaps stem from insufficient teacher training, inadequate preparation, and some teachers’ unwillingness to adopt new teaching methods. We recommend that policy actors ensure teachers’ voices are included in these reforms to enhance their understanding. Also, policies should be tailored to train teachers on reforms before implementation proceeds and is handled by the teachers.