Influence of Teacher preparedness on implementation of Competency Based Curriculum in Public Primary Schools in Kiambu Sub-county, Kiambu County, Kenya

Abstract

The purpose of this study was to investigate the influence of teacher preparedness on implementation of Competency Based Curriculum in public primary schools in Kiambu Sub-County, Kenya. Four objectives guided the study; to determine influence of instructional methodologies in implementation of competency based curriculum at public primary schools; to examine influence of use of instructional materials in implementation of competency based curriculum at public primary schools ; to assess influence of head teachers’ mode of assessment in implementation of competency based curriculum at public primary schools ;to assess digital literacy skills of teachers’ in implementation of competency based curriculum in public primary schools in Kiambu Sub County, Kenya. The study was guided by Vygotsky’s constructivism theory. The study adopted descriptive research design. The study targeted Head teachers, preprimary and grade 1 to 3 teachers in 21 public primary schools, as well as curriculum support officers in Kiambu Sub-County. The sample size constituted of 11 head teachers, 2 Curriculum Support Officer as well as 83 teachers. Data collection tools were questionnaires, observation check lists and interview schedules. Instrument validity was assured through seeking expert opinion of university supervisors. Instrument reliability was determined through test-retest method. Descriptive statistics was used for analysis of quantitative and qualitative data which included mean and standard deviation, results presented in frequencies and percentages. Statistical Package for Social Sciences version 23.0 was used for data analysis. Key findings of the study were; majority 52(71%) pre-primary teachers who indicated level of agreement were of the perception that reporting to learners after formative assessment. This revealed that teachers needed in service training on the aspect of assessment as far as the competency based curriculum was concerned. The study established that 51 (70 per cent) of the teachers agreed mathematics instructional materials were available and adequate, 44(60%) of the teachers agreed English instructional materials were available and adequate and 40(55%) of the teachers agreed Kiswahili instructional materials were available and adequate. Majority47 (64%) of teachers agreed that they have been trained to infuse ICT with competency based curriculum. Key conclusions of the study were; the study concluded that teachers’ incompetence in the delivery of using the competency based approach. The study concludes that during the roll out of competency-based curriculum teachers have not been relevant as well as adequate instructional materials enabling leaners in-depth understanding.; Key recommendations were; Ministry of Education should create a workable training framework that prepare teachers to successfully implement competency based curriculum; Kenya Institute of Curriculum Development should enable involvement and participation of teachers in the curriculum change process to enable effective implementation of competency-based curriculum in Kiambu Sub-County.