INFLUENCE OF TEACHER CHARACTERISTICS ON THE IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN PRIMARY SCHOOLS IN MOLO SUB-COUNTY, NAKURU COUNTY, KENYA

Abstract

ABSTRACT The study examined the influence of selected teacher characteristics on the implementation of competency curriculum (CBC) in primary schools in Molo sub-county, Nakuru County, Kenya. The following research questions guided the study: How do teacher qualifications influence implementation of Competency Based Curriculum in primary schools? To what extent do teacher technical skills influence competency curriculum in primary schools? To what extent do teacher competency-based pedagogy influence the implementation of Competency- Based Curriculum in primary schools? To what extent do teachers encounter challenges when implementing CBC in primary schools? What strategies should be put in place to address challenges of curriculum implementation in primary schools? The Gross Theory of Curriculum Implementation guided the study. This study adopted mixed methods design, specifically convergent design incorporated qualitative phenomenological design and quantitative cross-sectional survey design. The study population included 83 schools, 83 head teachers, and 830 teachers in Molo sub- County. Stratified and simple random samplings were used to select 165 teachers, purposive sampling was used to select 17 head teachers, and stratified and systematic random samplings were used to sample 17 schools. The data collection tools included questionnaires, interviews, and observation checklist all validated for content and face validity. The questionnaires demonstrated high reliability with a Cronbach Alpha coefficient of 0.902. Trustworthiness of qualitative tools was established. Descriptive statistics; frequencies, means, and percentages were employed to analyze quantitative data, facilitated by the Statistical Packages for Social Sciences (SPSS) software version 28. Qualitative data was thematically analyzed using Creswell (2017) six steps. For inferential analysis, linear regression and correlation techniques were employed, with hypotheses tested at α = 0.05. Results indicated that teacher qualifications, technical skills, and CBC pedagogy are favorably perceived by Molo sub- county teachers, with an aggregate mean score of 4. Spearman's rank correlation established statistically significant relationships between teacher qualifications, technical skills, CBC pedagogy, and CBC implementation (r = 0.424, p < 0.05; r = 0.254, p < 0.05; r = 0.373, p < 0.05). Linear regression analysis affirmed substantial predictive associations between teacher qualifications, technical skills, and CBC implementation (β = 6.409, p < .001; β = 9.418, p < .001; β = 5.447, p < .001). The study’s findings underscore the interrelated roles of teacher qualifications, technical skills, and CBC pedagogy in the successful implementation of the Competency-Based Curriculum The study recommended that; the national and county governments and the Ministry of Education, need to prioritize the development and enforcement of teacher qualifications, technical skills, CBC pedagogy, and school implementation strategies for effective CBC implementation. These policies will contribute to enhancing the quality of education and ensuring successful implementation of the Competency-Based Curriculum.