TEACHERS’ MENTORSHIP AS A WAY OF IMPLEMENTING COMPETENCY-BASED EDUCATION IN KIAMBU COUNTY, KENYA
Main Article Content
Abstract
Competency-Based Education (CBE) implementation continues to face challenges with regard to the role teachers’ training play in it with different levels of preparedness. This study will focus on the role of teachers’ mentorship on Competency Based Education implementation in Kiambu county, Kenya. The study objective was to examine the role of teachers’ mentorship in competency-based curriculum implementation on Kiambu County. The study is anchored on and Social Learning Theory. The study adopted descriptive survey research design. Purposive and stratified random sampling techniques were adopted. The study will target 320 respondents which will include the following; head teachers, grade 1–6 teachers, Curriculum Support Officers (CSOs), Sub-County Curriculum Officers (SCCOs), and parents of Learners in Grades 1–6. The study will have a sample size of 178. In the collection of quantitative and qualitative data, questionnaires and interview guides will be used. Pilot study was done in Nairobi County among 18 respondents. Content, face and intent validity were applied. Cronbach Alpha will be adopted to test reliability. Statistical Package for Social Sciences (SPSS) version 21.0 will used to analyze the data. Tables, charts and graphs will be used to present the data. The study enhanced informed consent, confidentiality and anonymity in the collection and processing of data. The findings of the study revealed that teacher mentorship was positively and significantly related to the extent of implementation of CBE in Kiambu County. The study recommended that there is need for a better teacher training approaches to improve delivery of CBE. This underscores the importance of structured mentorship to build teacher self-efficacy; engagement with community/stakeholder for resource and community support; innovation, creative pedagogy, use of ICT; and tracking of learners’ progress and competence development. The study suggests that mentoring structures be institutionalized, that parents and other stakeholders be sensitized, that there be investment in ICTs infrastructure and digital literacy, and that there be effective coordination for an inclusive CBE implementation. Training will also have to be sustained, for teachers and other stakeholders, to foster accountability and enhance the effectiveness of CBE delivery.
Article Details
References
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