Determinants of Public Primary Schools Preparedness for the Implementation of Competence-Based Curriculum in Kericho County, Kenya
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The competency- based curriculum (CBC) is a set of courses or syllabi, which promote learning areas in which the learner is gifted and skilled. CBC (2-6-6-3) is a curriculum that allows was adopted in Kenya in January 2017. This education system replaces the 8-4-4 system of education and it aims to nurture the learners‟ talents. School preparedness for the new curriculum change in Kenyan public primary schools is very important in the education policy framework. When curriculum changes take place in education, teachers as instructors and implementers should be supported to be competent in their work. The educators have a responsibility to ensure that today‟s learning content meets tomorrow‟s global demands for every learner. However, in Kenya, various stakeholders have expressed concerns regarding school and teachers‟ preparedness for the CBC. The objectives were to find out whether there is relationship between availability of physical infrastructure and implementation of the CBC; determine whether teacher training influences implementation of the CBC; establish whether teachers‟ attitude influences implementation of the CBC and explore the availability of teaching and learning resources and the implementation of CBC public primary schools in Kericho County. The purpose of this study was to investigate the determinants of schools‟ preparedness for the implementation of the CBC in grade one. Dewey‟s Social Constructivism theory guided the study. The research design that was used in this study was a descriptive survey design and correlation research design. The target population of the study included 24 CSO‟s, 524 head teachers, and 610 Grade one teachers. The sample size was 6CSOs, 52 Head teachers, and 61 Grade one teachers, saturated sampling technique was used to select all the 52 head teachers from 52 schools. Simple random sampling was used to select the schools and CSOs. A purposive sampling technique guided Grade one teachers selection. Data was collected using interview schedules, questionnaires, and an observation schedule. Quantitative data were analyzed using descriptive statistics in form of percentages, means, and standard deviation while inferential statistics were correlated using Pearson product moment correlation. Qualitative data was analyzed using themes and Sub-themes. The findings of physical infrastructure had a positive moderate influence on CBC implementation with a correlation of 0.336 and a calculated value of 0.029 for the head teachers and 0.285 with a calculated value of 0.03 for grade one teachers. Shortage of physical infrastructures like nutrition rooms and music room had a mean of 2.18 and 1.88 for head teachers. Grade one teachers‟ response was 1.39 and 1.35 for nutrition and music laboratories respectively It had a positive moderate influence on CBC with a correlation of 0.494 with a calculated value of 0.00. The teachers had a correlation of 0.369 with a calculated value of 0.005 and were a significant to the study. The attitude of teachers had a positive impact on CBC implementation, with a correlation of 0.560 and calculated value of 0.00 for the head teachers and 0.284 with a calculated value of 0.032 for grade one teachers. Teaching and learning resources had a positive moderate influence on CBC implementation with a correlation of 0.399 and a calculated value of 0.004. For teachers it was 0.500 with a calculated value of 0.00. The calculated p-values of 0.00 and 0.004 were significant. The study recommended that the government should increase funds to enable schools to construct laboratories. More time should also be allocated for practical lessons and assessments. Results of this study were important for the successful adoption of the CBC for educational stake holders.