Teachers’ Competence and its Influence on Effective Implementation of Competency Based Curriculum in Public Primary Schools in Machakos County, Kenya

Abstract

The government of Kenyan with an aim of enhancing the system of education standardreplaced the 8.4.4 with 2.6.3.3.3. This crucial change was deemed necessary globally since it ensures development of current job market knowledge-based skills. The study’s purpose was to carry out an investigation on teachers’ competence and its influence on effective implementation of Competency Based Curriculum (CBC). The objectives of the study are: Establishing the teachers’ competence based on; values, attitudes, knowledge and skills; to find out the extent of CBC implementation; establishing the constraints hindering CBC effective implementation and to find out the attitudes of teachers towards CBC. Curriculum Implementation Theory by Gross, (1971) was used. Descriptive survey design was applied, and it targeted 79 public primary schools, 941 TSC teachers, 79 deputy head teachers and 79 head teachers in Machakos County. Target population was 20% and it entailed a sample size of 16 schools, 16 head teachers, 16 deputy head teachers and 188 public primary school teachers selected through stratified random sampling. An interview schedule, questionnaire and an observation checklist acted as the data collection tools. Piloting of the instruments of research took place in three selected public primary schools mainly to ensure objectives coverage and clarity of content. Both quantitative and qualitative methods were applied in field data collection. Quantitative analysis of data in descriptive statistics used percentages and frequency counts. Qualitative data analysis used a thematic approach which focused on research objective through description guided by the given responses. Representation of the report for analysis used frequency tables, pie charts and bar graphs. The study findings indicated that the yearly teachers’ in-service training was adequate. Various constraints hindered effective implementation and they included lack of enough learning and teaching materials and high teacher-pupil ratio .Several recommendations were made to MOE, KICD and TSC which include: In-service training to aid in creation of positive attitude towards the curriculum for its effective implementation should be organized by MOE; the ministry should also aim at ensuring adequacy of teaching and learning resources in schools; the increased enrolment in public school require government provision in building the classrooms and more teachers need to be employed by TSC to cater for increased teacher-pupil ratio. This will aid in effective implementation Competency Based Curriculum in Kenya.