Teachers’ competence and its influence on effective implementation of competency based curriculum in public primary schools in Machakos County, Kenya
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Date
2023-05
Authors
Kalunde, Mutua Mary
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta university
Abstract
The Kenyan government has embarked on system of education reform from 8.4.4 system to 2-6-3-3-3 with an aim of enhancing the education system standard. The basis of this crucial change is to ensure development of knowledge-based skills necessary in today’s job market globally. The study purpose was to carry an investigation on teachers’ competence influence on effective Competency Based Curriculum (CBC) implementation. Its objectives include: Establishing the teachers’ competence based on skills, values, knowledge and attitudes; finding out the extent of CBC implementation; to establish the constraints facing effective implementation of CBC and to establish the attitudes of teachers towards CBC. Gross, (1971) Curriculum Implementation Theory was the basis of this study. Adoption of a descriptive survey design was done and it targeted 79 public primary schools, 941 TSC teachers, 79 deputy head teachers and 79 head teachers in Matungulu SubCounty. 20% of the target population which comprise of a sample size of 16 schools,16 head teachers, 16 deputy head teachers and 188 public primary school teachers was selected using stratified random sampling. The data collection tools utilized were an interview schedule, questionnaire and an observation checklist. Three public primary schools were used to pilot the instruments of research so as to ensure clarity of content and objectives coverage. Data were collected from the field using both quantitative and qualitative method. Descriptive statistics such as; frequency counts and percentages were utilized in analyzing data quantitatively by use of Statistical Package for Social Sciences (SPSS) programme. Qualitative data were analyzed by use of thematic approach which entailed describing each research objective based on the response given. Pie charts, bar graphs and frequency tables, were used to present the report of the analysis. The study established that teachers’ in-service training which was done yearly was not adequate for effective curriculum implementation. It established in the study that there were various constraints which hinder its effective implementation which include high teacher-pupil ratio and lack of adequate learning and teaching materials. Most schools indicated teacher-pupil ratio of 1:80 which was above the MOE requirement of one teacher to 35-40. Most schools indicated in adequate learning and teaching resources such as ICT and Audio-Visual Equipment. A number of recommendations to Ministry of Education, KICD and TSC were made, these include: The MOE should organize for more inservice training in order to create an attitude which is positive towards the curriculum for its successful implementation, MOE should ensure adequacy of learning and teaching resources; More public primary classrooms should be built by the government to cater for increased enrolment and TSC should employ more teachers to cater for high teacher-pupil ratio.
Description
A research project submitted in partial fulfillment of the requirements for the award of the degree of masters of education (educational administration) in the school of education and lifelong learning of Kenyatta University. May 2023
Keywords
Teachers’ competence, competency based curriculum, public primary schools, Machakos County, Kenya