Abstract:
his study was aimed at assessing pre-primary Curriculum Implementation at Gode City
Administration, Somali Regional State Ethiopia, the population of the study were: 66
teachers, 8 school principals, and 11 Gode town education officers. A sample size of 78
respondents (66 teachers, 8 school principals, and 4 Gode town education officers) was
selected by using purposive sampling and available sampling techniques respectively. The
major data collection tools were questionnaires while interviews were tools used to get
information from the principals and educational office respondents. Data were analyzed
using frequencies and percentages. The findings of the study revealed: lack of training for
teachers on pre-primary curriculum implementation, lack of teaching and learning facilities,
and shortage of qualified teachers have negatively influenced and hindered the proper pre-
primary school curriculum implementation and hence affected students' academic
performances. In addition, to this school inputs, teachers, and curriculums (textbooks,
teacher guides, supporting staff, school facilities affected implementation of the curriculum
in Pre-primary schools in the study area. The implication is that teaching-learning processes
were not run properly and learners were not able to gain the knowledge, skills, and attitudes
they were expected to. Thus, it is recommended that the regional education bureau (REB)
should regularly give training to teachers on how to effectively implement the curriculum;
and recruit new teachers to overcome the shortage of qualified teachers. In addition, REB
should fulfill the necessary teaching-learning resources for the Pre-primarys; and should
work with regional government office to ensure that teaching learning process is conducted
with availability of necessary equipment and train staff for better Pre-primary curriculum
implementation
