Teacher Training and Availability of Instructional Resources an Implication on Competency Based Curriculum Implementation in Early Years Education, Mathare Sub-County, Kenya
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Date
2025-06
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Publisher
Kenyatta University
Abstract
This study aimed to investigate curriculum implementation in early childhood education by leveraging on teacher training and the availability of instructional resources to reveal their influence on children’s learning. The objectives of the study focused on establishing the strategies which teachers used to implement CBC in early childhood education in public and private schools; examining the influence of teacher training on the implementation of CBC in early childhood education and exploring the availability of instructional resources. A correlation design was utilized for the study. The target population comprised 70 schools, with the sample size including 21 head teachers, 63 classroom teachers, and an educational officer. The study utilized purposive sampling, stratified sampling, and simple random methods in selecting respondents. Research instruments included a questionnaire and an observation schedule. The data were analyzed using descriptive statistics and thematic analysis for quantitative and qualitative data respectively. The data is presented using means, percentages, standard deviation, tables, charts and graphs, qualitative data was categorized and coded according to the topics as indicated by the goals. It was cleaned and sorted under similar topics. Both head teachers and teachers exhibited a strong consensus regarding the critical influence of various educational materials and resources on the successful implementation of the competency-based curriculum (CBC) in early childhood education. In conclusion, the insights gleaned from both head teachers and teachers emphasized the integral role of resource provision in shaping the success of CBC implementation in early childhood education. Moving forward, collaborative efforts aimed at addressing resource-related challenges identified by educators are recommended to ensure quality education for all young learners, prioritizing investment in comprehensive resource provision aligned with the CBC framework.
Description
A Project Submitted In Partial Fulfilment for the Requirement for the Award of a Master's Degree in Early Childhood Education in the School of Education and Lifelong Learning, Kenyatta University, June 2025.
Supervisor
Teresa Mwoma