Teachers’ Pedagogical Preparedness for the Implementation of the Competency-Based Curriculum in Public Secondary Schools in Kirinyaga County, Kenya

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dc.contributor.authorMuchiri, Mohamed, Moses
dc.contributor.authorRosana, Ondigi, Samson
dc.contributor.authorKiio, Mueni, Ngungui
dc.date.accessioned2023-07-27T07:09:43Z
dc.date.available2023-07-27T07:09:43Z
dc.date.issued2022
dc.descriptionArticleen_US
dc.description.abstractThe study addresses the issue of teachers’ pedagogical preparedness for the implementation of the CompetencyBased Curriculum (CBC) in Secondary Education Level (SEL). It 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. 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. It was established that teachers should be subjected to in- service training to be equipped with core competencies. 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.en_US
dc.identifier.citationMohamed, M. M., Ondigi, S. R., & Mueni, N. K. Teachers’ Pedagogical Preparedness for the Implementation of the Competency-Based Curriculum in Public Secondary Schools in Kirinyaga County, Kenya.en_US
dc.identifier.urihttps://www.researchgate.net/profile/Mohamed-Muchiri/publication/362223221_Teachers'_Pedagogical_Preparedness_for_the_Implementation_of_the_Competency-Based_Curriculum_in_Public_Secondary_Schools_in_Kirinyaga_County_Kenya/links/62dd000faa5823729eddc74d/Teachers-Pedagogical-Preparedness-for-the-Implementation-of-the-Competency-Based-Curriculum-in-Public-Secondary-Schools-in-Kirinyaga-County-Kenya.pdf?_sg%5B0%5D=started_experiment_milestone&origin=journalDetail&_rtd=e30%3D
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/26425
dc.language.isoenen_US
dc.publisherIOSR-JRMEen_US
dc.subjectCompetency Based Curriculumen_US
dc.subjectConcepten_US
dc.subjectCompetencies Readinessen_US
dc.subjectDigital literacyen_US
dc.subjectIn-serviceen_US
dc.titleTeachers’ Pedagogical Preparedness for the Implementation of the Competency-Based Curriculum in Public Secondary Schools in Kirinyaga County, Kenyaen_US
dc.typeArticleen_US
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