Influence of School Based Factors on Implementation of Curriculum in Primary Schools in Banadir Region Mogadishu Somalia

Abstract

This study investigates the school-based factors influencing curriculum implementation in primary schools within the Banadir region of Mogadishu, Somalia. Guided by three research objectives, the study examines the influence of time allocation, the impact of teacher training, and the availability of teaching and learning materials on curriculum implementation. The literature review centres on appropriate objectives, A descriptive survey design is employed, with a target population of 48 primary schools, 1520 pupils, 404 teachers, and 48 head teachers in the Banadir region. Sampling methods include simple random sampling for participating schools and teachers and stratified random sampling for pupils. Data is collected through questionnaires, and analysis is conducted using SPSS version 20, Quantitative data was analysed using descriptive statistics; frequencies, and percentages. The findings reveal that time allocation significantly influences curriculum implementation, with pupils and teachers indicating insufficient time despite head teachers' contrary views. The study establishes that the level of teacher training also plays a crucial role in curriculum implementation. Furthermore, the availability of teaching and learning materials is identified as a key factor influencing curriculum implementation. Recommendations include additional lesson allocations to enhance curriculum coverage and ensuring the provision of adequate teaching and learning materials