INFLUENCE OF TEACHERS’ PREPAREDNES ON THE IMPLEMENTATION OF COMPETENCE BASED CURRICULUM IN JUNIOR SECONDARY SCHOOLS IN DAGORETTI SOUTH SUB COUNTY, NAIROBI CITY COUNTY, KENYA

Margret Esisa Musumba¹, Dr. Alfred Wamala², Dr. Elosy Nyambura Riungu³
Department of Education, The Presbyterian University of East Africa¹²³
Email: esisamargret@gmail.com

The study investigated the influence of teachers’ preparedness on the implementation of the Competency-Based Curriculum (CBC) in junior secondary schools in Dagoretti South Sub County, Nairobi City County, Kenya. Guided by the research objective of determining how teacher preparedness affects CBC implementation, the study was anchored on Bandura’s Social Learning Theory (1977), which posits that learning occurs through observation, imitation, and modeling. In this context, teachers’ pedagogical skills, subject mastery, and attitudes determine their ability to model competencies, which students observe, internalize, and replicate. The study employed a mixed-methods approach using a survey research design to collect qualitative and quantitative data. The target population comprised 23 public junior schools, 1,200 teachers, 23 head teachers, and six curriculum support officers. Purposive sampling was used for head teachers and curriculum officers, while simple random sampling selected 300 teachers, ensuring equal participation opportunity. Five Teachers Service Commission officials were also included in interviews. Data analysis involved descriptive statistics and the Pearson product-moment correlation, with SPSS version 26 facilitating quantitative analysis. Findings indicated that teachers’ preparedness significantly influences CBC implementation, with well-trained and supported teachers demonstrating higher confidence, innovation, and ability to apply learner-centered pedagogies. However, uneven training, limited professional development, and challenges in transitioning from the old curriculum hinder uniform implementation. The study recommended the Ministry of Education to conduct regular in-service training, mentorship programs pairing experienced and lessprepared teachers, and the promotion of peer collaboration and professional learning communities to enhance teacher capacity and ensure consistent, effective CBC delivery.

Keywords: Influence, Teachers’ preparedness, Implementation, Competency-Based Curriculum, Junior secondary school

Article Type: Open Access

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