Influence of Teacher Preparedness on Implementation of Competency Based Curriculum in Public Primary Schools in Nyandarua North Sub- County, Kenya

Abstract

Kenya has embarked on curriculum reform to improve the quality of education. This is a crucial step in the direction of Kenya’s ambition to “develop a knowledge based society” and the growth of regional and global competition in the job market. An important shift has been to move away from knowledge and skills acquisition to knowledge creation and application. The purpose of the study was to investigate influence of teacher preparedness on implementation of competency based curriculum in primary schools. Four objectives guided the study: To determine influence of teacher competence, availability of instructional materials, teachers’ mode of assessment and teachers’ lesson planning on implementation of competency based curriculum in primary schools. The research employed descriptive survey research design where the researcher used questionnaires, interview guides and checklists to collect data which was then used to describe why and how teacher preparedness influence competency based curriculum implementation. The target population included 336 teachers, 84 head teachers and 4 curriculum support officers making a target population of 424 respondents. Out of the 336 teachers handling the grades under competency based curriculum, 100 were purposively chosen representing a sample of 30.0 %. Out of the 84 head teachers, 17 were randomly selected representing 25.0% and 2 out of 4 curriculum officers were randomly selected representing a sample size of 50.0%. Data analysis was done using the statistical Package for Sosial Sciences (SPSS) programme and the results presented in form of frequencies and percentages. The theory of constructivism by Vygotsky guided the research based on the proponent that humans construct knowledge from their experiences. As learners in pairs or in groups interact with materials, they come up with creative solutions to tasks thereby building on their competencies. 50.6 per cent of the teachers needed support especially on infusing creativity and imagination and 69.2 per cent expressed having challenges infusing critical thinking and problem solving. 80 teachers representing 98.8 per cent of the sample size indicated they were not prepared to implement the competency based curriculum especially in the new subjects which were not equiped with instructional materials as opposed to the old subjects, mathematics and languages which had adequate materials. Majority of the teachers (53.1 per cent), confessed needing a lot of support in designing assessment rubrics, which are tasks tailored towards discerning learners abilities in performing specific tasks. Teachers were not prepared in implementing the competency base curriculum since 95.0 per cent were concerned that preparing lesson plans for all lessons was impossible owing to the much time writing a single lesson plan was taking. The researcher recommended that a framework of a training programme be enacted by the Ministry of Education on infusion, assessment and lesson planning. Competency based instructional materials should also be delivered to schools to facilitate instruction. Further research was proposed for the study: To investigate influence of school factors on implementation of competency based curriculum in primary schools.