Abstract:
The study aimed at identifying the teacher practices that support the implementation of the new
business subjects’ curriculum in selected secondary schools of Kabale district, Uganda. The study
was underpinned by Ralph W. Tyler’s (1949) principles of curriculum theory. Based on the
pragmatist perspective, a concurrent triangulation research design was adopted. Data were collected
from 37 business subject teachers and 13 directors of studies across 13 secondary schools in Kabale
district, making a total of 50 participants. Data were collected using semi-structured in-depth
interview schedules, and survey questionnaires. Quantitative data were analyzed using descriptive
statistics while qualitative data were analyzed using thematic analysis approach by Braun and Clarke
(2006). Findings revealed that ICT integration, assessment and evaluation, lesson planning, use of
teaching aids, and integration of teaching methods were the major teacher practices that business
subject teachers use to support implementation of the new business subjects’ curriculum. It emerged
that business subject teachers had some knowledge on ICT; were fully equipped in designing
assessment items; dominated class sessions with both teacher-centeredness and learner-
centeredness; and prepared prior actual implementation process for consistency and timely
completion of the syllabus. The quantitative findings revealed that: the majority (56%) of business
subject teachers applied a combination of teacher practices in a single lesson. The findings provide
insights into the teacher practices that support business subject’s teachers in the implementation of
the new curriculum and could be useful in informing the development of guidelines for the
implementation of the same
