Influence Of Teachers’ Preparedness On Implementation Of Competency Based Curriculum (Cbc) In Public Primary Schools In Bomet East Sub-County, Bomet County, Kenya

Abstract

This study focused on implementation of Competency Based Curriculum (CBC) in Kenya’s public primary schools in Bomet East Sub-County, Bomet County. It purposed to investigate teacher’s preparedness and how it influence effective implementation of CBC. It was guided by objectives that include: the teacher training and its influence, teacher’s knowledge on CBC mode of assessment, teacher’s ability to select and use CBC instructional resources and teacher lesson preparation techniques and their influence on CBC implementation. It was justifiable given that CBC had already been rolled out and that curriculum change was paramount. CBC significantly was a breakaway from the rigid and costly 8-4-4 system. The study found CBC significant in assisting learners to apply and create knowledge rather than memorization. Knowledge Development Theory anchored this study. It utilized a descriptive survey research design, thus making use of questionnaires and interviews for data collection. The target population was 444, teachers from 52 primary schools. It sampled 210 respondent, 156 teachers, and 2 Curriculum Support Officers. Data collection involved questionnaires for teachers and interviews with head teachers and CSOs. Rigorous validation processes ensured the accuracy of research instruments, and reliability assessments were carried out. The validity of the research instruments was ensured through content, construct, and face validity checks. Expert reviews were conducted to refine the instruments, align them with study objectives, and enhance clarity. Construct validity was upheld by designing questions that measured specific constructs related to CBC implementation. The findings emphasized the need for additional support for teachers to effectively integrate core competencies, foster critical thinking, stimulate creativity, and promote collaboration among learners. Concerns were raised about the availability of essential instructional materials, which could hinder CBC implementation. The study also highlighted the importance of helping teachers design effective assessment criteria and rubrics for summative reporting. It also underscored the importance of providing teachers with additional support through training and capacity building to effectively implement CBC. It advocated for significant investments by the Kenyan government and stakeholders to ensure successful CBC implementation in public primary schools, not only in Bomet East Sub-County but nationwide.