Abstract

The purpose of this study was to explore the views of School Leadership on implementation of secondary school curriculum assessment reforms (SSCAR). The research was conducted at Walemera Cluster of seven (7) secondary schools in the Central East Education Division (CEED) in Nkhotakota district. This was a qualitative study in which data was generated through one to one interviews, document analysis, and the study circle guidelines. Data generated was analysed thematically using descriptive tables, and graphs. The study found that science teachers have experienced numerous challenges in the implementation of the new secondary school reforms. It was revealed that some secondary school science teachers have expressed their attitudes reluctantly by not preparing schemes of work due to lack of books and by not using teacher- centred methods when delivering lessons. The findings further revealed that teachers have managed to establish and employed various strategies on the use of Teaching and Learning Using Locally Available Resources (TALULAR), resource persons, and attending and conducting science in- set trainings. Additional, the studyfound that lack and inadequate of teaching and learning science resources, shortage of qualified science teachers, and lack of science lesson study orientations were some of the challenges science teachers faced in the implementation of secondary school reforms. Finally, the study found that the use of learner centred methods and continuous assessment especially in large classes were some of the difficulties teachers faced to cope with the new secondary school reforms. In summary the study sought to explore the views of head teachers and heads of department (sciences) on the implementation of new science curriculum reform.

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School	: School of Education
Issued Date	: 2022

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