Browsing by Author "Munyao, Rosenduli"

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    Teacher Factors Impacting Implementation of Competency Based Curriculum in Public Primary Schools in Mombasa County, Kenya
    (Kenyatta University, 2025-11) Munyao, Rosenduli
    The Competency-Based Curriculum (CBC) aims to give students the fundamental information, abilities, attitudes, and values they need to succeed in the twenty-first century. However, as teachers are the main agents of curriculum delivery, their readiness and ability are crucial to its successful implementation. The research aimed to explore the relationship between the adoption of the Competency-Based Curriculum in public primary schools in Mombasa County, Kenya, and the qualifications, perceptions, experience, and competences of teachers. The Theory of Curriculum Implementation served as the study's compass. To ascertain the relationships between the important variables, a correlational study approach was used. 300 teachers from Mombasa County's public primary schools and 150 head teachers made up the target population. 50 head teachers were chosen using the purposive sample technique, while 89 instructors were chosen via stratified random sampling. Structured questionnaires were utilized to gather data, and the Statistical Package for Social Sciences (SPSS) version 23 was utilized to analyze the data using both descriptive and inferential statistics. The outcomes uncovered that teacher-related factors significantly influence the implementation of the CBC. Teacher qualifications were found to have the strongest positive association with curriculum implementation, followed closely by teacher competence, perceptions, and teaching experience. The results indicated that teachers who had higher academic qualifications, positive attitudes toward CBC, relevant teaching experience, and adequate training demonstrated greater effectiveness in implementing CBC instructional and assessment strategies. However, the research also revealed that gaps in training, resource availability, and continuous professional development hindered optimal implementation. The study concludes that the success of the Competency-Based Curriculum in Mombasa County is highly dependent on the teachers’ educational background, professional competence, and perceptions toward curriculum reform. To improve teacher preparation and support systems, it suggests ongoing capacity building, the availability of sufficient instructional materials, and policy interventions by the Ministry of Education and the Kenya Institute of Curriculum Development (KICD). The results offer important insights for enhancing curriculum delivery and educational quality in Kenya's public elementary schools and advance our understanding of how teacher attributes affect the implementation of CBC.