INFLUENCE OF TEACHER’S CHARACTERISTICS ON IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PRE-PRIMARY SCHOOLS IN JUJA, KIAMBU COUNTY, KENYA
INFLUENCE OF TEACHER’S CHARACTERISTICS ON IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PRE-PRIMARY SCHOOLS IN JUJA, KIAMBU COUNTY, KENYA
Jane Wawira Nthiga - Master’s Student, Kenyatta University, Kenya
Dr. Gladwell Wambiri - Lecturer, Department of Early Childhood Studies & Special Needs Education, Kenyatta University, Kenya
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 Chi-square 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.
