Determinants of Teachers’ Attitude towards Competence-Based System of Education. A Case of Lower Primary Schools in Nairobi City County, Kenya

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dc.contributor.advisorNyakwara Begien_US
dc.contributor.authorMutonya, Susan Mukami
dc.date.accessioned2022-08-17T09:26:46Z
dc.date.available2022-08-17T09:26:46Z
dc.date.issued2022
dc.descriptionA Research Project Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Education (Early Childhood Education) In the School of Education Kenyatta Universityen_US
dc.description.abstractCompetence Based Education is a system that gives more significance on acquiring of competencies instead of acquisition of content knowledge. Teachers are key components in adoption of any new system of education. Teachers’ attitude is crucial in ensuring that teachers are prepared and motivated to adopt and implement the change. Attitude can influence the adoption process thus affecting the implementation process. The study explored the factors influencing teachers’ attitude towards adoption of competence based system of education. The objectives of the study were to establish teachers’ attitude towards adoption of competence based system of education. To explore relationship between availability of instructional resources and teachers’ attitude and also to determine the relationship between use of strategies and teachers’ attitude towards competence based system of education. The study was guided by Michael Fullan’s (1991), theory of educational change. Descriptive research design was adopted. The independent variables were the determinants of teachers’ attitude towards adoption of Competence Based system of Education. The dependent variable was teachers’ attitude towards adoption of the education system. Mixed methods of descriptive research design were used in the study. Target population of this study was respondents from 103 public and private schools in Langata Sub-county, Nairobi City County. The sample size was 29 respondents consisting of lower primary school teachers and the head teachers. Stratified and simple random sampling techniques were used. The study ensured content validity of instruments by piloting research instruments and ensuring they were in line with the research objectives. Cronbach alpha coefficient was applied to measure the reliability of the instruments. To collect the data, questionnaires and interview guides were used. For data analysis, descriptive statistics was used and results were presented using tables and figures. The results indicated that teachers’ attitude towards adoption of Competence Based of Education was positive for teachers in private schools than that of teachers in public schools. There was a relationship between availability of instructional resources and teachers’ attitude towards adoption of Competence Based system of Education was significant at 0.05 levels. The relationship between use of strategies and teachers’ attitude towards adoption of Competence Based system of Education was also significant. It was recommended that teachers should attend more training especially on competence based assessment. The school management and stakeholders should also ensure that there were adequate learning resources and employ strategies like training, workshops and bench marking for their teachers.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23931
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectTeacheren_US
dc.subjectTeachers’ Attitudeen_US
dc.subjectCompetenceen_US
dc.subjectSystem of Educationen_US
dc.subjectEducationen_US
dc.subjectLower Primaryen_US
dc.subjectSchoolsen_US
dc.subjectNairobi Cityen_US
dc.subjectKenyaen_US
dc.titleDeterminants of Teachers’ Attitude towards Competence-Based System of Education. A Case of Lower Primary Schools in Nairobi City County, Kenyaen_US
dc.typeThesisen_US
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