The study investigates perception and behaviour of teachers about Competency-Based Education (CBE) following educational innovation manifested in a change in curricula for Technical and Vocational Education and Training (TVET) in Tanzania. The innovation
involved change of curricula from traditional teacher-centred to student-centred approaches to teaching. In the new curriculum, the focus changed from emphasising on knowledge to skills (competence) hence a shift from Knowledge Based Education (KBE)
to CBE. The overall objective of this study was to find out whether implementation of CBE curricula is influenced by teachers’ resistance to change as the result of their knowledge, beliefs and self-efficacy. The study was guided by four specific investigative
questions; to what extent do teachers show appropriate CBE behaviour? To what extent do teachers’ knowledge, beliefs and self-efficacy affect their CBE behaviour? To what extent do external factors like leadership, resources, and professional development affect teachers’ CBE behaviour? and How do external factors like leadership, resource, and professional development affect teachers’ knowledge, beliefs and self-efficacy in the context of CBE?

The study employed mixed method approach in gathering data to answer the research questions. Targeted respondents and the nature of information required were the reasons for selecting mixed method approach. Data were collected through a survey instrument from 127 teachers and 315 students randomly selected from 16 TVET colleges. Also 13 principals were interviewed.

The findings revealed that, firstly on average teachers use very little students-centred teaching approaches in favour of teacher-centred approaches. It was also found that pedagogical content knowledge and pedagogical knowledge were more important than
content knowledge and pedagogical knowledge in teachers’ choice of instructional approaches. Secondly, the more the teacher had constructive beliefs the more they were inclined to use student-centred approaches and collective self-efficacy was stronger in
affecting teachers’ choice of instructional approaches. Thirdly, external factors notably leadership, resources and professional developments were found to have positive effects on teachers’ CBE behaviour. It was further found that external factors had effects on independent variables (teachers’ knowledge and teachers’ beliefs) but not on teachers’ self-efficacy. Fourthly, college principals exhibited more of transformational leadership styles than transactional leadership style with slight difference between autonomous and non-autonomous colleges. Findings from this study helps to inform government and college administrators on the behaviour patterns of teachers in implementing CBE curricula. Finally, findings help to inform formulation of appropriate policies, strategies
and guidelines for effective training, recruitment and continuous professional development programmes. Findings from this study also has theoretical/academic relevance as it adds to the body of knowledge on importance of pedagogical content knowledge, constructivist beliefs and collective self-efficacy on teachers CBE behaviour in TVET colleges in Tanzania.