The Preparedness of Teachers in Implementation of the 2013 Revised Business Studies Curriculum in Junior and Senior Secondary Schools in Kapiri District

The study was undertaken in order to assess the preparedness of teachers in implementation of the 2013 revised Business Studies curriculum. The study was guided by the following specific objectives: to find out the training provisions for teachers of Business Studies for their preparation to implement the revised syllabus, to determine the attitude of teachers of Business Studies towards both Junior and Senior secondary school Business Studies syllabus, to determine the teaching/learning resources and strategies used to implement Business Studies syllabus and to determine the techniques used by teachers of Business Studies in evaluating the curriculum. The study was carried out in public secondary schools in Kapiri Mposhi District of Central Province, Zambia. Descriptive survey design was used for the study. There are approximately fourteen (14) formally pronounced public secondary schools in KapiriMposhi District. The study targeted a total population of 60 people comprising of 4 DEBS Officials, 6 Head Teachers, 6 Business Studies HOD’s, 12 Business Studies Teachers, 4 Guidance Teachers, 10 Other Teachers and 18 Pupils. Random sampling technique was used to solicit data from the respondents. Questionnaires, interview schedules and lesson observation schedule were used to collect data for the study. Data analysis was done using content analysis and statistical package for social sciences. Descriptive statistics such as percentages and frequency distribution tables were used to present the data. The study found that teachers were adequately prepared in terms of subject combination as evidenced by 81% having a combination of Commerce, Office Management and Principles of Accounts but without an entrepreneurship component. Most of the teachers (75%) were found to have had attended the trainings and that 58% of the teachers attended the trainings before the introduction of the revised Business Studies curriculum. On attitude towards Business Studies curriculum, the study found that their initial reaction to the revised curriculum was that it was their duty to teach. The study further found that 75% of the respondents indicated that the resources were available even though they were inadequate. Discussion was the most preferred teaching strategy as indicated by majority of teacher respondents 12(100%). Other strategies included: assignments, personal study method, and explanation, talks by resource persons, demonstration, role play and field trips. The techniques for evaluating business studied curriculum included written tests, class assignments and oral questions. The study concluded that teachers were prepared for the implementation of the revised Business Studies curriculum, had positive attitude towards the curriculum except for a few head teachers and that teaching and learning resources, refresher courses or CPD’s were inadequate for effective implementation of Business Studies curriculum. The study recommended that the Ministry of education should organize for compulsory in-service training for teachers of Business Studies to equip them with the necessary knowledge for the implementation of the revised curriculum. It was finally recommended that another study be done to determine the challenges facing the implementation of the revised Business Studies curriculum.