Availability of Teaching Materials and Teachers’ Preparedness in The Implementation of Lower Secondary Curriculum in Government Aided Schools In Mbarara City South, South Western Uganda

Abstract

The study aimed to investigate the availability of teaching materials and teachers' preparedness for implementing the Lower Secondary Curriculum in government-aided schools in Mbarara City South, Uganda. Specifically, it assessed available materials, teacher preparedness, and the relationship between these factors. Using a descriptive survey design, the study targeted participants, including teachers, headteachers, and directors of studies, with a sample size of 134 was utilized in the study. Data was collected using questionnaires and interview guides, analyzed using SPSS for descriptive statistics, and presented thematically. Findings revealed that while teachers displayed strong preparedness with lesson planning and adherence to guidelines (mean scores >4.0), material shortages, particularly ICT tools and science equipment, hindered effectiveness. Qualitative insights reported the need for increased government funding, retooling of teachers, and infrastructural improvements. The study concluded that systemic challenges, such as inadequate resources and overcrowding, affect curriculum implementation and recommended targeted investments in teaching resources, professional development, and policy adjustments to enhance educational outcomes.