Why Competency-Based Curriculum Reforms Struggle: The Role of Teacher Commitment in Secondary Schools in Sub-Saharan Africa

Luben Elia Mugarura, Denis Sekiwu, Fredrick Ssempala, Athanansio Bashaija
Kabale University, Uganda
https://orcid.org/0009-0008-9525-0366
Email: lubenelia@gmail.com

Abstract: Competency-based curriculum (CBC) reforms have been widely adopted to equip learners with skills for labour market demands. In Sub-Saharan Africa (SSA), CBC reforms have been implemented for nearly three decades; however, evidence indicates limited translation of policy intentions into sustained classroom practice. While implementation challenges are often attributed to structural and technical constraints, teacher commitment remains an underexplored mechanism shaping reform outcomes. This narrative review synthesises empirical and policy-oriented literature on teacher commitment and its role in implementing CBC in secondary schools in SSA. Literature published between 1997 and 2025 was reviewed from peer-reviewed journals and policy sources, including Google Scholar, ERIC, and reports from ministries of education, UNESCO, and OECD. Drawing on Organisational Commitment Theory, the review examines affective, continuance, and normative commitment. The findings indicate that teacher commitment is a critical determinant of CBC implementation. Affective commitment is the strongest driver of instructional innovation and learner-centred pedagogy, enabling teachers to internalise CBC principles. Normative commitment sustains engagement through professional and moral obligation in resource-constrained contexts. In contrast, continuance commitment supports reform continuity but is associated with compliance-oriented implementation. The review further shows that the influence of teacher commitment is shaped by teacher preparation, assessment clarity, school leadership, class size, and resource availability. The review concludes that CBC reforms in SSA struggle because insufficient attention has been paid to the motivational and organisational conditions that sustain teacher commitment. Strengthening institutional support alongside teachers’ affective and normative engagement is essential for transforming CBC from policy intent into effective classroom practice.