Viola N Nyakato – Department of Human Development and Relational Sciences, Mbarara University of Science and Technology, Uganda

Adrian Mwesigye – Department of Educational Foundations and Psychology, Mbarara University of Science and Technology, Uganda

ORCID: https://orcid.org/0009-0004-3088-7121
Email; kachopeg@gmail.com

Abstract: The practical implementation of the Competency-Based Curriculum (CBC) at Uganda’s lower secondary level largely depends on teacher preparedness and systemic support. This study examined the extent of CBC implementation in Rukungiri District by exploring teacher experiences across five key domains: instructional confidence, curriculum adaptability, collaboration, institutional support, and training. Employing a convergent parallel mixed methods design, the study surveyed 235 in-service teachers and interviewed 13 head teachers. Quantitative data were analysed using descriptive statistics, while qualitative responses were thematically analysed. Findings revealed high teacher confidence and moderate adaptability, exposing significant gaps in ICT integration, resource availability, and assessment competence. Qualitative insights emphasised the need for structured collaboration, stakeholder engagement, and continuous professional development. These findings highlight that while teachers demonstrate readiness and willingness, effective CBC implementation remains hindered by systemic limitations. Addressing these barriers is essential for aligning classroom practice with CBC policy objectives.