This study is aimed at exploring Islamic studies teachers’ perceptions about transitioning from objective-based curriculums to competence-based ones, focusing on planning, classroom implementation, and assessment. Also, it aimed to ascertain teachers’ self-efficacy and satisfaction toward the implementation of a competence-based curriculum (CBC). The study utilized a quantitative approach. During the 2018–2019 school year, 180 female middle-school Islamic studies teachers completed a questionnaire that aimed to identify their perspectives regarding various dimensions of transition (planning, classroom implementation, and assessment) created by a CBC implementation. A Kruskal–Wallis’ test was implemented to examine potential differences in self-efficacy among participant responses to the planning, classroom implementation, and assessment dimensions related to age and experience variables. Results showed that participants had higher levels of competence in planning and classroom implementation than assessment when implementing the CBC. The novelty of the CBC and inadequate training were the main impediments regarding its implementation. Participants showed no difference in average scores by either age or experience regarding their sense of self-efficacy in implementing the CBC. The study concluded that teachers are the main cause of failure or success when applying innovative curriculum practices. Islamic studies teachers showed flexibility in embracing the new curriculum and indicated that the application of the CBC was considered a new transition within their educational practices. At the same time, experienced teachers were skeptical of the transition because of their familiarity with the objective curriculum, which they implemented for years, and the insufficient preparations and training before and during the CBC application. © 2022, The Author(s).
Author Keywords
Index Keywords
