TEACHER PREPAREDNESS AND IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN JUNIOR SCHOOLS IN MARSABIT COUNTY, KENYA
Abstract
The Competency-Based Curriculum (CBC) implementation in Kenyan Junior Secondary Schools (JSS) represents a major educational transformation because it replaces traditional content-based teaching methods with a system that prioritizes student competencies and the development of practical abilities. The study investigated how teacher preparedness in terms of teacher training, teaching resources, teachers' lesson planning practices and teachers' professional development programs impacts CBC implementation in Marsabit County Junior Secondary Schools. The study used Curriculum Implementation Theory and Constructivism Theory as its foundational research framework. The researchers used a descriptive study design, which focused on 362 teachers and five education directors who worked to implement the CBC in Junior Schools (JSS) across Marsabit County. The study involved 198 respondents who provided data through structured questionnaires and interview guides. The researchers used structured questionnaires and an interview guide to collect primary data. The researchers analyzed questionnaire data through descriptive and inferential statistics. The researchers used thematic analysis to examine all interview responses that school administrators provided. The study found that teachers have succeeded in adopting learner-centered teaching methods, and they worked hard to create their lesson plans, while they face multiple administrative duties and lack vital physical and digital resources. The strong predictive power of lesson planning and initial training shows that the teaching workforce needs to handle all curriculum operational needs, because government organizations fail to provide sufficient teaching materials and ongoing training support. The study recommended that the Ministry of Education and the Teachers Service Commission implement a mentorship program that starts in schools and clusters instead of their current training method, which requires all educators to attend single training events.
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