Asian Journal of Education and Social Studies

This study examined the alignment between the teaching and learning methods prescribed in the Standard Four English Language syllabus and those used in classroom practice in public primary schools in Mvomero District, Tanzania. Guided by Constructive Alignment Theory, the study adopted an interpretivist approach and a qualitative multiple-case design. Data were collected between May and June 2026 from four public primary schools. Forty participants were purposively selected, comprising four English language teachers, four head teachers and 32 Standard Four pupils. Data sources included the English Language syllabus, schemes of work, lesson plans, classroom observations, interviews and focus group discussions. The material was analysed thematically and compared across cases to establish correspondence between prescribed, planned and enacted methods. The findings showed partial alignment across the four schools. Schools B and D demonstrated high alignment because at least one syllabus-prescribed method was observed during the relevant lessons. Schools A and C demonstrated weak alignment because the observed methods did not include those prescribed for the competencies addressed. Teachers’ familiarity with prescribed methods, professional judgement, pupils’ abilities, class size, instructional time, resource availability and school-level supervision influenced method selection. The findings indicate that the inclusion of teaching methods in the syllabus does not guarantee their classroom implementation. Strengthened instructional supervision and school-based professional development may support more consistent interpretation and use of syllabus-prescribed methods.