Abstract:
The main objective of the study was to explor teachers’ participation in curriculum implementation process in Ethiopian Somali Region of Kabri bayah Woreda Public Primary Schools. Descriptive survey research design was used in executing the study and both quantitative and qualitative research approach were deployed. The targeted groups of the study were teachers, principals and vice–principals, that comprised from 6 public primary schools and education experts from Kabri bayah. These were the entire group of interest for study that consisting 122 respondents using simple-random and purposive (judgmental) sampling technique. The data were collected using questinnare and interview which is eventually summarized and analyzed using descriptive statistics with SPSS version 26. The study found that teachers were insufficiently engaged in curriculum implementation in selected primary schools, resulting in a gap between the conceptual phase and desired outcomes. Several issues hindered teacher involvement, including their exclusion from curriculum planning, resource shortages, low wages, inadequate training, professional development, and concerns about security and school environment. Curriculum implementation, the study emphasized, is a collective responsibility involving various stakeholders, including the community, scholars, education experts, teachers, principals, vice principals, and students. To address these challenges and enhance teacher participation in curriculum implementation, the study recommended prompt collaborative action from these stakeholders.
