Browsing by Author "Ngugi, Joseph Mwangi"

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    The Role of Teacher Training in the Implementation of Competency-Based Education in Kiambu County, Kenya
    (Kenyatta University, 2025-09) Ngugi, Joseph Mwangi
    Competency-Based Education (CBE) implementation continues to face challenges with regard to the role teachers training play. This study focused on the role of teachers training on CBE implementation in Kiambu county, Kenya. The objectives of the study were: To investigate the influence teachers mentorship in CBE implementation in Kiambu County, To assess the influence of teachers collaboration with stakeholders in CBE implementation in Kiambu County, to establish the effects of Teachers innovation on CBE implementation in Kiambu county and to examine the effect of teachers assessment practice on CBE implementation in Kiambu county. The study was anchored on Constructivist Learning Theory and Social Learning Theory. The study adopted descriptive survey research design. Purposive and stratified random sampling techniques were adopted. The study targeted 320 respondents which included; 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 had a sample size of 178. In the collection of quantitative and qualitative data, questionnaires and interview guides were used. Pilot study was done in Nairobi County among 18 respondents. Content, face and intent validity were applied. Cronbach Alpha was adopted to test reliability. Statistical Package for Social Sciences (SPSS) version 21.0 was used to analyze the data. Tables, charts and graphs were 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, teacher collaboration, teacher innovation and teacher assessment were positively and significantly related to the extent of implementation of CBE in Kiambu county. The study recommended that there is need for 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.
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    The Role of Teacher’s Training on Competency-Based Education Implementation in Kiambu County, Kenya.
    (Kenyatta University, 2025-09) Ngugi, Joseph Mwangi
    Competency-Based Curriculum (CBC) 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’ training on Competency Based Curriculum implementation in Kiambu county, Kenya. The objectives of the study are: To investigate the influence teachers’ mentorship in competency-bases curriculum implementation on Kiambu County, To assess the influence of teachers’ collaboration with stakeholders in competency-based curriculum implementation in Kiambu County, to establish the effects of Teachers’ innovation on competency-based curriculum implementation in Kiambu county and to examine; The effect of teachers assessment practice on competency based curriculum implementation On kiambu county. The study is anchored on Constructivist Learning Theory and Social Learning Theory. The study will adopt descriptive survey research design. Purposive and stratified random sampling techniques will be 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 will be done in Nairobi County among 18 respondents. Content, face and intent validity will be 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 will enhance informed consent, confidentiality and anonymity in the collection and processing of data. The findings of the study revealed that teacher mentorship, teacher collaboration, teacher innovation and teacher assessment were 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.