The implementation of the competency-based curriculum (CBC) in Zimbabwe aims to transition mathematics education from a primarily content-focused approach to one that emphasizes practical skills, problem-solving, and critical thinking. Despite this shift, questions persist about the degree to which mathematics teachers comprehend and effectively apply CBC in classroom settings. This study examined mathematics teachers’ perceptions of CBC implementation in secondary schools in Manicaland Province, Zimbabwe, with particular attention to teachers’ understanding of CBC, the extent of its implementation, challenges faced, and strategies for enhancing implementation.
A pragmatic research paradigm guided the study, which employed an exploratory-explanatory case study design and a convergent parallel mixed-methods approach. Data collection involved questionnaires, semi-structured interviews, and focus group discussions with 140 participants, including mathematics teachers, school administrators, and inspectors. Quantitative data were analyzed using SPSS, and qualitative data were transcribed and subjected to thematic analysis. The questionnaire exhibited acceptable internal consistency (Cronbach’s α = 0.82). Triangulation, member checking, and peer review enhanced the credibility of the qualitative findings.
The findings revealed that while most mathematics teachers understood the core principles of CBC, effectively applying this knowledge in classroom practice remained challenging. Seventy-five percent of participants demonstrated a strong understanding of CBC, 15% had partial knowledge, and 10% lacked understanding. Teaching experience was significantly associated with CBC comprehension (χ² = 12.1, p < 0.01). In terms of implementation, 55% of participants reported positive implementation, with higher adoption rates in urban schools compared to rural ones. Regression analysis showed that training and resource availability accounted for 65% of the variation in teacher confidence regarding CBC implementation (R² = 0.65). Key challenges included insufficient training and resources, large class sizes, assessment difficulties, limited access to technology, and resistance to change. Training gaps and infrastructure deficits explained 70% of the reported implementation challenges (R² = 0.70). The most effective strategies identified for addressing these challenges were increased funding (M = 5.16), provision of authentic assessment tools (M = 4.78), and stakeholder engagement (M = 4.38).
The study concludes that, although mathematics teachers generally understand the principles of CBC, effective classroom implementation is hindered by professional, institutional, resource, and assessment-related challenges. This research contributes to the literature by offering Zimbabwe-specific empirical evidence on mathematics teachers’ perceptions and implementation of CBC. Additionally, it integrates the Concern-Based Adoption Model (CBAM) with Reimers’ Five-Frame Theory to elucidate the relationship between teachers’ concerns and the structural conditions influencing curriculum implementation. This integrated approach provides a multi-level explanation of the varying stages of teacher concern and curriculum use. It presents an evidence-based framework for enhancing teacher preparation, institutional support, assessment alignment, and sustainable CBC implementation in mathematics education.