Effects of Teachers’ Workload on Implementation of Formal Curriculum in Public Primary Schools in Ngororero District of Rwanda: A Case of Kabaya and Muhanda Sectors
DOI:
https://doi.org/10.53983/ijmds.v13n10.005Keywords:
Teachers’ workload, curriculum implementation, Rwanda, public primary schools, educational outcomesAbstract
Primary teachers play a crucial role in laying the academic foundation for students. They are the front liners in curriculum implementation as they are considered the primary agents of curriculum implementation. However, primary school teachers in Rwanda are tasked with a number of non-teaching activities that hinder the teaching activities from being completed as expected. This research aimed at developing an understanding and evaluation of the effects of primary teachers’ workload on the implementation of formal curriculum. Specific objectives for this research were: to evaluate different primary teachers’ workloads which affect the implementation of formal curriculum in public primary schools, to analyse the ways teachers’ workload affect formal curriculum implementation in public primary schools and to assess strategies that can be used to mitigate workload-related challenges and enhance curriculum implementation. The research served to inform the government and other education stakeholders on the urgent need to create supportive services or systems that would reduce primary teachers’ workload in order to promote effective implementation of formal curriculum that could lead to more students’ learning gains and reduction of teachers’ burnout. The target population of this research were 413 participants that were made of 396 primary school teachers from 17 schools from Kabaya and Muhanda sectors with 17 school leaders (SL) all from Ngororero District. The sample size was drawn from population using Solvin’s sample determination formula and the sample was ultimately composed of 203 respondents. Quantitative and qualitative data were collected to understand the effects of primary teachers’ workload on implementation on formal curriculum. Data were collected through questionnaires and interviews, combining quantitative and qualitative methods. Under objective one, descriptive statistics revealed significant workload pressures, with 53.3% of teachers reporting substantial time dedicated to administrative and non-teaching duties, including managing school feeding programs and community outreach. Correlation analysis indicated a strong negative relationship between teachers’ workloads and curriculum implementation effectiveness (r = -0.85, p < 0.01). Regression analysis showed that 72% of the variance in curriculum implementation could be attributed to workload factors (R² = 0.72, p < 0.001), confirming that increased workload significantly impedes teachers' ability to deliver curriculum content effectively. Objective Two revealed that these workload pressures compromise lesson quality, with teachers often skipping content to manage non-teaching duties, experiencing fatigue, and missing collaborative and professional development opportunities. For Objective Three, strategies recommended by respondents included delegating administrative tasks to support staff, reducing curriculum scope for lower grades, and recruiting additional teachers to align subjects with teachers’ qualifications. The study concludes that reducing teachers' workload through targeted strategies such as assigning non-instructional tasks to support staff, narrowing curriculum scope, and hiring additional qualified teachers could enhance curriculum implementation and improve educational outcomes. It is recommended that policy adjustments be made to relieve teachers of excessive non-teaching responsibilities, thereby supporting their primary instructional roles and promoting a conducive learning environment for students in Rwandan primary schools.
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