INFLUENCE OF CAPACITY BUILDING OF TEACHERS ON IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN SAMBURU SUB COUNTY, KWALE COUNTY, KENYA
Abstract
Purpose of the Study: To establish the influence of capacity building of teachers on implementation of competency-based curriculum in public primary schools in Samburu Sub- County, Kwale County, Kenya.
Statement of the Problem: Capacity building of teachers plays an important role in the implementation of competency-based curriculum (CBC) in primary schools. However, in Samburu Sub- County, implementation of CBC has not been smooth. Many learners in public primary schools’ manifest low competencies in key learning CBC learning areas.
Methodology: The research adopted mixed methodology and applied both descriptive and phenomenological research designs. The target population was 4536 respondents which comprised 87 headteachers, 678 teachers, 2 Curriculum Support Officers (CSOs) and 3769 grade three learners from which a sample of 368 respondents was determined using Yamane’s Formula. Stratified sampling was used. Questionnaires were used to collect data from teachers whereas interview guides were used to gather data from headteachers and CSOs. There was also an observation checklist for grade three learners and document analysis guide for the researcher. Qualitative data were analyzed thematically and presented in narrative. Quantitative data were analyzed using descriptive statistics and inferentially using Pearson’s Product Moment Correlation Analysis. Statistical Package for Social Sciences Version 25 was used.
Findings: The study found that implementation of CBC has faced challenges in public primary schools in Samburu Sub- County. Many teachers are incapable of completing syllabus in time, thus causing low learning competencies among grade III learners. This is attributed to the inability of schools to equip teachers with pre-requisite skills.
Conclusion: The study concludes that the persistent issues in the implementation of the CBC in Samburu Sub-county's public primary schools are multifaceted and deeply rooted. The lack of comprehensive training for all teachers on crucial aspects of the CBC is a major contributing factor to the observed deficiencies in teaching and learning outcomes.
Recommendations: The Ministry of Education should continue with training and re-training of teachers. The Ministry of Education should formulate policy regulations through which different stakeholders can partner with school management to enhance the implementation of competency-based curriculum.
Keywords: Capacity building of teachers, implementation of competency-based curriculum, public primary schools, Kenya
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