Professional Learning Communities as a Strategy for Implementing Tanzania's 2023 Curriculum Reforms
DOI:
https://doi.org/10.53819/81018102t5456Abstract
Effective curriculum reform implementation requires sustained professional learning that enables teachers to translate new curriculum goals into actual classroom settings. This study examined school heads’ perceptions of Professional Learning Communities (PLCs) and determined the association between PLC-related professional learning and the implementation of Tanzania’s 2023 curriculum reforms. A quantitative approach with an analytical cross-sectional survey design was adopted. Data were collected from 14,648 public and private primary school heads who participated in the national bridging training on the improved curriculum. Descriptive statistics were used to examine perceptions and curriculum implementation practices, while Pearson correlation and simple linear regression were used to determine the association between PLC-related professional learning and curriculum implementation. The findings showed that 92.6% of school heads perceived PLCs as highly or very highly effective, with an overall mean of 3.28 (SD = 0.59). School heads also reported high curriculum implementation practices (M = 3.84, SD = 0.28). PLC-related professional learning was positively but weakly associated with curriculum implementation (r = .158, p < .001). Regression analysis further showed a significant positive association (B = .079, p < .001), although PLC engagement explained only 2.5% of the variance in curriculum implementation (R² = .025). The study concludes that PLCs constitute a valuable but insufficient mechanism for curriculum implementation. Strengthening leadership support for PLCs, their instructional focus, and the quality of professional collaboration is therefore recommended to enhance their contribution to implementing competency-based curriculum reforms.
Keywords: Competency-based curriculum, curriculum implementation, professional learning communities, school heads, teacher professional development
References
Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: What can schools do to support professional development of their teachers? Professional Development in Education, 47(4), 684–698.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Brodie, K. (2021). Teacher agency in professional learning communities. Professional Development in Education, 47(4), 560–573.
Chachage, K., & Thakrar, J. (2023). Teacher continuous professional development in Tanzania: Lessons learnt. EdTech Hub. https://doi.org/10.53832/edtechhub.0157.
Christopher, M., & Jones, M. (2025). Evaluating contexts for implementing a competency-based curriculum in south and eastern Africa: A meta-narrative review. The Curriculum Journal, 36(3), 368–383. https://doi.org/10.1002/curj.301
Coles, A., Rodríguez-Muñiz, L. J., Mok, I. A. C., Ruiz, Á., Karsenty, R., Martignone, F., Osta, I., Ferretti, F., & Nguyen, T. T. A. (2023). Teachers, resources, assessment practices: Role and impact on the curricular implementation process. In Y. Shimizu & R. Vithal (Eds.), Mathematics curriculum reforms around the world: The 24th ICMI study (pp. 291–317). Springer. https://doi.org/10.1007/978-3-031-13548-4_18
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approach (6th ed.). SAGE Publications.
Denee, R. (2024). The network professional learning community approach: An effective model for individual and group learning. Teacher Development, 28(3), 330–346.
de Jong, L., Meirink, J., & Admiraal, W. (2024). Teachers’ collaborative knowledge building in professional learning communities: Connecting interaction patterns to learning gains. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-024-00938-y
Doğan, S., & Adams, A. (2018). Effect of professional learning communities on teachers and students: Reporting updated results and raising questions about research design. School Effectiveness and School Improvement, 29(4), 634–659. https://doi.org/10.1080/09243453.2018.1500921
Grimm, F. (2024). Teacher leadership for teaching improvement in professional learning communities. Professional Development in Education, 50(6), 1135–1147. https://doi.org/10.1080/19415257.2023.2264286
Komba, S. C., & Mwakabenga, R. J. (2019). Teacher professional development in Tanzania: Challenges and opportunities. IntechOpen. https://doi.org/10.5772/intechopen.90564
Lemesaya, J. M. (2026). The role of professional learning communities on teacher professional development: A synthesis of qualitative evidence. International Journal of Educational Administration and Policy Studies, 18(1), 26–36.
Mapunda, B. B. (2026). Translating teacher continuous professional development (TCPD) into practice:Primary school-level experiences.International Journal of Education Foundations, 3(3), 385–397. https://doi.org/10.33687/ijef.003.03.0124
McPherson, H., & Asghar, A. (2025). Professional learning communities: The journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues. Professional Development in Education, 51(5). https://doi.org/10.1080/19415257.2023.2212682
Ministry of Education, Science and Technology. (2020). National framework for teachers’ continuous professional development. Government of Tanzania.
Ministry of Education, Science and Technology. (2023). Education and Training Policy 2014, 2023 Edition. Government of Tanzania.
Mwakabenga, R. J., & Paine, L. (2024). The potential of professional learning communities for competence-based teaching in Tanzanian secondary schools. Papers in Education and Development, 41(2).
Nsengimana et al. (2020). Developing the capacity of education local leaders for sustaining professional learning communities in Rwanda. Social Sciences & Humanities Open, 2(1), 100092.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609
Qian, H., & Walker, A. (2021). Creating conditions for professional learning communities (PLCs) in schools in China: The role of school principals. Professional Development in Education, 47(4), 586–598. https://doi.org/10.1080/19415257.2020.1770839
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
To, K. H., Yin, H., Tam, W. W. Y., & Keung, C. P. C. (2023). Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis. Educational Management Administration & Leadership, 51(4), 889–911. https://doi.org/10.1177/17411432211015227.
Todd, G. J. N., Xu, E., Liang, X., Shukia, R., Kanukisya, B., Emanuel, G., Marandu, D., & Marobo, S. (2025). “MEWAKA, kwanza, kwanza, MEWAKA!”: Rollout of the teachers’ continuous professional development system in Tanzania. World Bank.
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47–59. https://doi.org/10.1016/j.tate.2016.10.001
Vescio, V., Ross, D. D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004
Whitworth, B. A., & Chiu, J. L. (2015). Professional development and teacher change: The missing leadership link. Journal of Science Teacher Education, 26(2), 121–137. https://doi.org/10.1007/s10972-014-9411-2
Woodland, R., Leonard, A. M., & Martinez, I. D. (2024). Teachers’ perceptions about the value of protocols for professional development: Results of a qualitative investigation. Teacher Development, 28(2), 158–177. https://doi.org/10.1080/13664530.2023.2265889
