Teacher Preparedness and Implementation of Competency-Based Curriculum in Public Junior Secondary Schools in Bomet County, Kenya

Abstract

The success of the Competency-Based Curriculum (CBC) in Kenya rests on the readiness of teachers, especially in Public Junior Secondary Schools (JSS). The present study assessed the level of teachers‘ preparedness and how it relates to the implementation of the CBC. A descriptive survey design was used, and JSS teachers who were conveniently sampled from the five sub-counties in Bomet County. Questionnaires, interview schedules, and classroom observation checklists were used to gather the data. The questionnaire within a pilot study was found sufficiently reliable, where the Cronbach‘s alpha (α) was 0.82, and face and content validity were checked with the opinions of curriculum specialists and experts in educational research. Descriptive and inferential statistics were used for quantitative data and thematic analysis for qualitative data. Results indicated that while the majority of teachers were familiar with the basics of CBC, there were deficiencies in pedagogical knowledge, resources, and opportunities for professional development. Teacher preparedness was significantly positively associated with successful implementation of CBC. The study suggests that there should be an intensive in-service training, adequate supply of resources, and regular supervision to teachers to facilitate meaningful implementation of CBC in Junior Secondary Schools.