Influence of Teachers’ Preparedness on Home Economics and Clothing and Textiles Disintegrated Curriculum Implementation in Malawian Secondary Schools

This study examines the challenges of implementing the new secondary school curriculum in Malawi, specifically focusing on teachers’ preparedness and pedagogical strategies for teaching Home Economics and Clothing and Textiles (HEC and CT) in a disintegrated form. Utilizing a mixed-methods approach guided by constructivist theory, data were collected from 162 participants, with a subset of 8 teachers and 148 learners, through document analysis, questionnaires, classroom observations, interviews, and focus group discussions. The findings revealed significant inadequacies in teacher preparedness, which led to an overreliance on less innovative teaching strategies, showing a significant association (p > 0.05) between teacher preparedness and pedagogical choices. Furthermore, factors such as time constraints, inadequate curriculum structures, insufficient time allocation, a shortage of qualified teachers, limited administrative support, and unclear policies further influenced the choice of teaching strategies, resulting in inadequate acquisition of knowledge and skills in HEC and CT. The study concludes that restructuring the curriculum is essential for improving educational outcomes in HEC and CT in their disintegrated form, recommending the integration of Information and Communication Technology (ICT), the adoption of innovative teaching methods, the provision of refresher courses for teachers, improved laboratory structures, and enhanced administrative and financial support to create a more conducive learning environment.