INFLUENCE OF TEACHER TRAINING ON IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN IGEMBE CENTRAL SUB-COUNTY, MERU COUNTY, KENYA
Abstract
Purpose of the Study: Thus, the purpose of this was to study to assess the influence of teacher training on implementation of CBC in public primary schools in Igembe Central Sub-county, Meru County, Kenya.
Statement of the Problem: Successful implementation of competency-based curriculum (CBC) in public primary schools relies on training of teachers. However, the implementation of CBC in these schools has faced challenges, resulting in inadequate coverage of syllabi and ineffective classroom pedagogy, ultimately leading to unsatisfactory learning outcomes for learners.
Methodology: The study adopted a mixed-method approach with a concurrent triangulation design, targeting 23,015 participants and sampling 394 using Yamane’s Formula. Data were collected through questionnaires, interviews, observations, and document analysis. Qualitative data were thematically analyzed, while quantitative data were processed using SPSS and presented in tables and charts.
Result: The study established the implementation of CBC poses a significant challenge in public primary schools located in Igembe Central Sub-county. The study further found that a significant number of teachers are incapable of completing syllabus in time leading to low learning outcomes among pupils in key areas of CBC. This is attributed to the inadequate training of teachers on how to implement CBC.
Recommendations: The study recommends that the Ministry of Education (MoE) persist in offering training and re-training opportunities for teachers.
Keywords: Teacher training, implementation of competency-based curriculum, public primary schools.
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