Applying Resource Dependence Theory to Examine Curriculum Implementation Fidelity in Uganda’s Lower Secondary Schools

Abstract

This study investigated how instructional efficacy mediates the relationship between resource capacity and competency-based curriculum (CBC) implementation fidelity in Uganda’s lower secondary schools. Firmly grounded in the RTD framework, which theorises that educational resource capacity exerts its influence on curriculum outcomes through proximal teacher-level response mechanisms, particularly instructional efficacy, and guided by systems and instructional effectiveness perspectives, the study examined the extent to which school resources enhance teacher instructional efficacy, which in turn influences faithful implementation of learner-centred CBC practices. An explanatory sequential mixed-methods design was employed, collecting quantitative data from 972 teachers, administrators, and NCDC staff, alongside qualitative data from 11 (eleven) in-depth interviews. Quantitative analysis utilised hierarchical multiple regression with bootstrapped mediation to estimate indirect effects, a regression-based approach sometimes referred to as PROCESS-style mediation analysis. Results revealed that resource capacity significantly predicts instructional efficacy, which partially mediates the effect of resources on CBC implementation fidelity. Teachers with higher instructional efficacy reported stronger engagement with students, greater adaptability, and more consistent adherence to curriculum objectives. While resources directly support curriculum implementation, their impact is substantially amplified when teachers perceive themselves as capable and confident in their instructional practices. Qualitative findings further contextualised these results, highlighting the importance of supportive leadership, collaborative school environments, and structured professional development in translating resources into effective teaching practices. The study concludes that enhancing CBC implementation requires coordinated investment in resources and teacher capacity development, coupled with strengthened school-level leadership. It recommends institutionalised professional development programs, strategic allocation of school resources, and ongoing monitoring and support to sustain high levels of instructional efficacy and curriculum fidelity across Uganda’s lower secondary schools.