Abstract: The study established the implications of lesson planning for the implementation of the lower secondary school curriculum in Bulamagi Sub County, Iganga District. Objectives were to establish the knowledge of teachers regarding the key learning outcomes of the lower secondary school curriculum and to identify ways in which lesson planning eases implementation of the lower secondary school curriculum. We tested the null hypothesis: “Lesson planning has no significant statistical effect on the implementation of lower secondary school curriculum in secondary schools in Bulamagi Sub County.” This study adopted a cross-sectional survey research design, which involved collecting data from many different individuals at a single point in time on a sample size of 212 respondents, including students, teachers, and headteachers of four selected secondary schools. Data was presented both descriptively and through regression analysis. According to the findings, the model summary shows that lesson planning is a significant predictor of the outcome variable, with an R-squared value of .366. The standardized coefficient of .605 indicates that for every unit increase in lesson planning, there is a corresponding increase of .605 in the implementation of the curriculum. This relationship is statistically significant with a t-value of 11.018 and a p-value of .000. In conclusion, lesson planning significantly contributes to the successful implementation of the lower secondary school curriculum. Schools should prioritize training and support for teachers in effective lesson planning strategies to enhance the implementation of the curriculum.

Abstract: Curriculum implementation is an activity which teachers perform in order to acquire the nation’s education objectives. Competence-based curriculum requires teachers to carry out the duty of guiding learners and letting them engage actively in various activities in the process of teaching and learning. The main focus of this study was to investigate challenges faced by teachers in the implementation of CBC, specifically the influence of teachers’ competence. The study used a mixed research approach and a convergent parallel design. It drew a sample of 133 respondents using both probability and non-probability sampling process from a population of 38,848 individuals. Data was collected using primary sources of research instruments such as closed and open ended questionnaire and interview guides. The reliability was tested and the coefficient r = 0.8 allowed the researcher to use the tools. Quantitative data collected was analyzed by the use of Statistical Package of Social Science version 21 presented in tables through frequency and percentage while qualitative data was coded and analyzed thematically through narratives. The findings of the study revealed that many public secondary schools in Nyamagana district do not have enough qualified and competent chemistry teachers which are very important in enhancing the implementation of competence-based curriculum in chemistry subject. The study recommends that the government, with its stakeholders, through community involvement, should provide adequate funds for recruiting more chemistry teachers and keep on giving teachers frequent capacity-building training through workshops and seminars to upgrade their qualifications in both content and pedagogy.