Abstract:
Uganda’s competence-based curriculum (CBC) expects teachers to facilitate active learning while
responding to substantial learner diversity, yet evidence remains limited on how inclusive pedagogical
competence is enacted in resource-constrained secondary schools. This descriptive mixed-methods
study examined teachers reported inclusive pedagogical practices in selected secondary schools in
Rukungiri District. Survey data from 89 teachers were complemented by semi-structured interviews
with seven school administrators. Quantitative results were analysed descriptively, while interview
accounts were analysed thematically and integrated at interpretation. Across 13 pedagogical practices,
the mean of item means was 4.36. Teachers most frequently reported using learners’ everyday
experiences (M = 4.58), adjusting instruction when learners did not understand (M = 4.51), monitoring
learner progress (M = 4.51), and using group work (M = 4.46). Differentiating tasks by learner ability
was comparatively weaker and more variable (M = 3.84, SD = 1.24). Administrators linked this
difficulty to large classes, limited instructional time and materials, and pressure to cover the
curriculum. Taken together, the findings suggest that inclusive pedagogical preparedness is a situated
capacity: teacher knowledge and adaptive skill matter, but their sustained enactment depends on the
conditions in which teachers work. The study therefore treats the survey results as patterns of reported
practice rather than evidence that practices are effective. Teacher development should combine
differentiation skills with school-level support for planning, collaboration, and adaptive assessment. |
