Influence of Teacher’s Characteristics on Implementation of Competency-Based Curriculum in Pre-Primary Schools in Juja, Kiambu County, Kenya
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Date
2023
Authors
Nthiga, Jane Wawira
Wambiri, Gladwell
Journal Title
Journal ISSN
Volume Title
Publisher
IAJSSE
Abstract
Many education stakeholders are concerned
because the implementation of
competency-based curriculum has been
delayed and fraught with difficulties. In
Juja, Kiambu County, Kenya, the study
aims to analyze the impact of teachers'
characteristics on the implementation of
competency-based curriculum. The
objectives included; to examine the
influence of teacher training, teachers’
experience, teachers’ attitude on
implementation of competency-based
curriculum in pre-primary schools on
implementation of competency-based
curriculum. The Curriculum
Implementation Theory guided the
research. The study took a mixed
methodologies approach with a concurrent
triangulation research design. A total of 304
respondents were surveyed, with 76
headteachers and 228 pre-primary teachers
making up the target population. Yamane's
Formula picked a sample of 172 from this
group. Based on the number of zones in Juja
Kiambu county, stratified sampling was
utilized to establish four separate strata.
Three headteachers and 40 pre-primary
teachers were chosen via purposive
sampling from each zone, with a focus on
pre-primary schools that had experienced
significant difficulties implementing
competency-based curriculum. The
researcher was able to obtain a sample of
eight headteachers and 160 pre-primary
teachers using this sampling strategy. Data
was collected from pre-primary teachers
using questionnaires, while headteachers
were interviewed using an interview guide.
To establish validity and reliability, piloting
was undertaken among 17 respondents
from a sample of pre-primary schools in
Juja Kiambu county. The validity of the
study was assessed by experts in early
childhood studies and university
supervisors. The test-re-test approach was
used to determine reliability. Using the
Cronbach Alpha Method, a reliability index
of r=0.75 was obtained, indicating strong
internal reliability. Data in quantitative
nature was analysed with the use of Chisquare and presentation was in tables and
figures. Themes were used in analyzing
qualitative data and displayed in narration.
The study concludes that a substantial
number of teachers in pre-primary schools
had not been trained on how to execute the
curriculum. All pre-primary school teachers
had a negative attitude toward the
curriculum and were unwilling to execute it
due to a lack of ability to do so due to a lack
of proper in-service training on how to do
so. The study recommends that the
government of Kiambu County should
establish a regular in-service training
program to prepare pre-primary school
teachers to apply the curriculum. Teachers
should strive to ensure the use of learner
centered approaches in spite of the
obstacles like heavy workload, lack of
adequate time in the implementation of
CBC and limited resources.
Description
Article
Keywords
Teacher training, Teachers’ experience, Teachers’ attitude and implementation of competency-based curriculum
Citation
Nthiga, J. W., Wambiri, G. (2023). Influence of teacher’s characteristics on implementation of competency-based curriculum in pre-primary schools in Juja, Kiambu County, Kenya. International Academic Journal of Social Sciences and Education (IAJSSE), 2(3), 140-156.