The Relationship Between Teacher Training and Implementation of A Competency-Based Curriculum in Public Primary Schools, A Case Study in Kericho County, Kenya.
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Date
2023
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EAST AFRICAN NATURE & SCIENCE ORGANIZATION
Abstract
A competency-based curriculum is a curriculum that allows students to develop
prescribed competencies. In Kenya, the Competence-Based Curriculum
implementation of 2-6-6-3 was adopted in January 2017. This education system
replaced the 8-4-4 system of education and it aimed 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
change takes place in education, teachers as instructors and implementers should
be prepared to be competent in their work. 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 Competence-Based
Curriculum. This aim of this study was to find out whether there is a relationship
between teacher training and the implementation of a competency-based
curriculum in public primary schools. Dewey’s Social Constructivism theory
guided the study. A descriptive survey design was used in this study. The target
population of the study included 24 Curriculum Support Officers (CSOs’), 524
head teachers, and 610 Grade 1 teachers. The sample size was 6 CSOs, 52 Head
teachers, and 61 Grade 1 teachers. A 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 was used to select
Grade 1 teachers in Kericho County. Data was collected using interview
schedules, questionnaires and observation technique. Quantitative data were
analysed using descriptive statistics in form of percentages, means, and standard
deviation, while inferential statistics were correlated using Pearson product-
moment correlation. Qualitative data was analysed using themes and sub-themes.
The findings established the teachers had a correlation of 0.369 with a calculated
value of 0.005 and were significant to the study. 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 fast-track more
teachers’ training and employ upgraded teachers who were already CBC
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Citation
Ngeno, B. (2023). The Relationship between Teacher Training and Implementation of a Competency-Based Curriculum in Public Primary Schools, a case study in Kericho county, Kenya. East African Journal of Education Studies, 6(1), 280-290.