Geography Teachers’ Pedagogical Preparedness for the Implementation of the Competency-Based Curriculum in Public Secondary Schools in Kirinyaga County, Kenya
Muchiri, Mohamed Moses
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The study addresses the issue of teachers’ pedagogical preparedness for the implementation of the Competency-Based Curriculum (CBC) in Secondary Education Level (SEL). Consequently, the study sought to establish geography teachers’ readiness, their pedagogical knowledge, technological skills and perceptions towards the implementation of CBC in Mwea East Sub-County SEL. The study adopted descriptive survey design where the target population was limited to; 24 secondary schools, 24 head teachers and 100 geography teachers. Purposive sampling was used to select the sample, which comprised of: 40 respondents; 30 geography teachers and 10 head teachers. Piloting: validity and reliability of research instruments was conducted in two schools; one from a Sub-County school and the other from a day secondary school to pre-test and adjust the instruments. Validity was ensured by face, construct, and content validity while test re-test technique ensured instruments’ reliability. Data was collected using: questionnaires; for geography teachers, and interview guides; for head teachers. The findings were analysed both quantitatively and qualitatively. Quantitative data was analysed using measures of central tendency to determine the mode and mean. Measures of spread were used to determine the standard deviation. Qualitative data was processed by first sorting and discussing responses for each item according to the objectives before editing, coding and reporting through descriptive narrative of the views, experiences and opinions of both geography teachers and head teachers. From the findings of the study, majority of the respondents had not attended in-service training and therefore, were not conversant with the concept of the CBC. However, some teachers revealed that during their pre-service training under the 8.4.4 system of education, they were prepared and equipped with expository and heuristic teaching strategies to implement any curriculum. Nonetheless, in regards to digital literacy, majority of teachers expressed that they had not been exposed to ICT Curriculum and most of them felt incompetent as they lacked technological skills and knowledge. It was therefore, concluded that, a good number of them were struggling with the concept of the CBC and lacked the capacity demanded by the CBC framework. Nevertheless, factors like; limited seminars, workshops for continuous teachers’ development, lack of digital devices and skilled computer instructors and parental engagement in teaching and learning processes were cited as factors that were likely to hinder effective implementation of the CBC in SEL. However, the findings indicated that some teachers had positive attitude towards the implementation of the CBC. It was established that teachers should be subjected to in-service training to be equipped with technological skills, CBC content, and pedagogy to facilitate ICT curriculum delivery. Early preparedness would encourage them to be proactive in initiating subject dialogue in order to increase their experience hence enhancing the implementation of the CBC. A further suggestion is that a comparative study on other social sciences teachers’ preparedness for the implementation of the CBC in SEL in Kenya with other countries in Africa would be of much importance.