PHD-Department of Early Childhood Studies

Permanent URI for this collection

https://repository.ku.ac.ke/handle/123456789/346

Browse

Browsing PHD-Department of Early Childhood Studies by Subject "Competency Based Curriculum"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Relationship between Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya
    (Kenyatta University, 2021) Isaboke, Harriet Gesare; Gladwell Wambiri; Maureen Mweru
    Globalization and demand for twenty first century skills have led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. The study was guided by four specific objectives which include: to establish the relationship between pre-primary school teachers‟ extent of training in CBC and their ability to implement the CBC, to determine the relationship between pre-primary school teachers‟ perceptions towards CBC and their ability to implement the CBC, to establish the relationship between teacher‟s technological skills and their ability to implement the CBC and to identify challenges teachers face in implementation of the CBC in Nairobi City County public pre-primary schools. The study was informed by the Concern-Based Adoption Model by Hall, Hord and Rutherford (2006). The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 pre-primary school managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore, the study had a sample size of 180, which comprised of 45 head teachers, 45 pre-primary school managers and 90 pre-primary school teachers. Questionnaire, interview schedule, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach‟s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences (SPSS) Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers‟ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. In addition, it was established that there was no significant relationship between teachers‟ perceptions about CBC and their ability to implement the Curriculum with a significance value of p=0.603>0.05. In addition, the study established that there was a significant relationship between teachers‟ technological skills and their ability to implement the Curriculum with a significance value of p=0.001<0.05. Further, it was established that the teachers faced a lot of challenges which hindered effective implementation of the curriculum. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively. Further, the County Government should construct more classrooms, employ more teachers and provide adequate CBC teaching–learning materials to cater for the high enrollment in public pre-primary schools. Finally, the County government in collaboration with the schools should sensitize parents to help them understand what CBC is all about and their role in the implementation process.