EXAMINING ECDE TEACHERS’ VIEWS ON LEARNER CLASSROOM SOCIALIZATION IN COMPETENCY BASED EDUCATION A CASE OF BUNGOMA COUNTY, KENYA

Abstract

The study explored Early Childhood Development Education (ECDE) teachers' views on learner classroom socialization within the Competency Based Education (CBE) framework in Bungoma County. While CBE is gaining global traction as a preferred educational approach, social concerns surrounding its implementation persist, particularly in early education settings. This research aimed to examine these concerns from the teachers’ viewpoint and propose strategies to address them. Anchored in Symbolic Interactionism and Social Exchange Theory, the study employed a descriptive survey design, combining qualitative and quantitative methods. Data were collected from 201 ECDE teachers using questionnaires, while interviews and focus group discussions involved the County director of education and parents of Preprimary One and Two learners, respectively. An observation schedule and pilot study were also utilized to ensure the reliability and validity of data. Analysis involved thematic narrative methods for qualitative data and SPSS (Version 26) for quantitative data. Key findings indicated significant challenges in implementing CBE: 83% of teachers cited inadequate teaching and learning facilities; the teacher-pupil ratio stood at 1:43, far exceeding the recommended 1:25; 86% had inadequate CBE training; and 74% noted lack of parental support. The study recommended improving infrastructure and facilities, integrating digital tools, enhancing teacher training, and addressing teacher-pupil ratios. It also called for further research to promote access, equity, and inclusion in CBE at the pre-primary level, emphasizing the need for systemic support to successfully implement the CBE model in early education settings.