Influence of Teacher Pedagogies on Implementation of Competency-based Curriculum in Public Primary Schools in Westlands Sub- County, Nairobi City County, Kenya

Abstract

The study aims to evaluate the impact of Teachers' Teaching on the application of the skill-based curriculum of public elementary schools in the Sub-County of the Westlands, Nairobi City County. The aims for the study were: to identify how teachers can use learning-centered teaching to implement a skill-based curriculum, to investigate the influence of teacher’s use of teaching and learning materials education use and on the application of the skill-based curriculum, and to evaluate the use of practical experience by teachers to implement a skill-based curriculum. The study includes a descriptive survey of 26 public elementary schools, 26 school heads, 63 grade 4 instructors, 2912 fourth grade pupils, and two supportive curriculum officials. A random sample was used to stratify samples, including 320 participants: eight head teachers, 19 fourth grade teachers, 292 learners, and one curriculum support officer. Data collection was done using questionnaires, interview schedules, discussion guidelines for focus groups, and checklists of observations. Quantitatively and qualitatively, the research findings were evaluated. The quantitative data were processed, evaluated, and presented in frequency tables using SPSS version 20.0. The outcomes of the Study indicated that all headmasters and four-grade teachers participated in in-service skills training. Most teachers used learning techniques in the teaching process from the findings. However, the results indicated that there were not enough functioning digital devices available to the majority of instructors. It was also shown that most instructors are challenged in the implementation of some key competencies in teaching, learning, and communication and in their visual communication techniques. The study suggests in-service education for teacher pedagogies which make it possible for teachers to apply CBC XIII efficiently to promote essential curricular skills that are not fully applied. All schools should provide adequate working digital gadgets. Teachers should include learners in practice. Practical communication education tactics should also be chosen and used correctly. In private elementary schools, a comparative study should be done on the effect of teacher pedagogies on the implementation of a skill-based curriculum.