Teacher Factors Impacting Implementation of Competency Based Curriculum in Public Primary Schools in Mombasa County, Kenya
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Date
2025-11
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Kenyatta University
Abstract
The Competency-Based Curriculum (CBC) aims to give students the fundamental
information, abilities, attitudes, and values they need to succeed in the twenty-first century.
However, as teachers are the main agents of curriculum delivery, their readiness and ability
are crucial to its successful implementation. The research aimed to explore the relationship
between the adoption of the Competency-Based Curriculum in public primary schools in
Mombasa County, Kenya, and the qualifications, perceptions, experience, and
competences of teachers. The Theory of Curriculum Implementation served as the study's
compass. To ascertain the relationships between the important variables, a correlational
study approach was used. 300 teachers from Mombasa County's public primary schools
and 150 head teachers made up the target population. 50 head teachers were chosen using
the purposive sample technique, while 89 instructors were chosen via stratified random
sampling. Structured questionnaires were utilized to gather data, and the Statistical
Package for Social Sciences (SPSS) version 23 was utilized to analyze the data using both
descriptive and inferential statistics. The outcomes uncovered that teacher-related factors
significantly influence the implementation of the CBC. Teacher qualifications were found
to have the strongest positive association with curriculum implementation, followed
closely by teacher competence, perceptions, and teaching experience. The results indicated
that teachers who had higher academic qualifications, positive attitudes toward CBC,
relevant teaching experience, and adequate training demonstrated greater effectiveness in
implementing CBC instructional and assessment strategies. However, the research also
revealed that gaps in training, resource availability, and continuous professional
development hindered optimal implementation. The study concludes that the success of the
Competency-Based Curriculum in Mombasa County is highly dependent on the teachers’
educational background, professional competence, and perceptions toward curriculum
reform. To improve teacher preparation and support systems, it suggests ongoing capacity
building, the availability of sufficient instructional materials, and policy interventions by
the Ministry of Education and the Kenya Institute of Curriculum Development (KICD).
The results offer important insights for enhancing curriculum delivery and educational
quality in Kenya's public elementary schools and advance our understanding of how
teacher attributes affect the implementation of CBC.
Description
A Research Project Submitted in the School of Education and Lifelong Learning in Partial Fulfilment of the Requirement of the Degree of Master of Education (Early Childhood) of Kenyatta University. November, 2025
supervisor
Mary Ndani