Subject content knowledge and classroom efficiency in primary schools in Kibuku Town Council, Uganda

This study examined how teachers' subject content knowledge affects classroom efficiency in primary schools in Kibuku Town Council, Uganda.Cross sectional research design guided by quantitative and qualitative approaches was employed with 126 respondents comprising 88 teachers, 13 head teachers, 13 deputy head teachers, and 12 directors of studies from 13 primary schools. Data were collected using structured questionnaires (Cronbach's α = .82) and semistructured interviews. Quantitative data were analyzed using descriptive statistics, Pearson's correlation, and simple linear regression. Qualitative data were analyzed thematically. Teachers demonstrated high levels of subject content knowledge with an aggregate mean score of 3.94 out of 5.00. Strengths were found in understanding of subjects taught (M = 4.21), integration of curriculum requirements (M = 4.15), and ability to answer learner questions accurately (M = 4.08). However, regular updating of knowledge received a moderate rating (M = 3.41). Subject content knowledge showed a strong positive correlation with classroom efficiency (r = .71, p < .001) and explained 50 percent of its variance (R² = .50). Qualitative findings revealed four mechanisms through which content knowledge affects efficiency: accuracy and confidence in instruction, ability to address learner questions and misconceptions, capacity to make connections and provide examples, and interplay with pedagogical skills and classroom management. Major challenges included knowledge gaps in new curriculum content, over reliance on textbooks, and limited ongoing professional development. Teachers' subject content knowledge significantly influences classroom efficiency in rural Ugandan primary schools. While teachers demonstrate strong foundational content knowledge, the limited engagement in regular knowledge updating is a significant concern. Ensuring that teachers possess and continuously update their content knowledge is essential for maintaining classroom efficiency.