INFLUENCE OF TEACHER-RELATED FACTORS ON THE IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PUBLIC JUNIOR SCHOOLS IN KAJIADO NORTH SUB-COUNTY, KAJIADO COUNTY, KENYA

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dc.contributor.authorLEONARD OTIENO ADHIAMBO
dc.date.accessioned2026-03-30T14:37:28Z
dc.date.available2026-03-30T14:37:28Z
dc.date.issued2024-08
dc.descriptionThesis
dc.description.abstractThis study investigated how certain teacher-related factors affected the competency-based curriculum being implemented in public junior schools in Kajiado North Sub-County, Kajiado County, Kenya. The research questions that guided the study were: How do teacher competencies affect the competency-based curriculum being implemented in public junior schools? How much do teachers' attitudes toward teaching affect the competency-based curriculum being implemented in public junior schools? How do teachers' choices of teaching methodologies affect the competency-based curriculum being implemented in junior schools? How do teachers' choices of assessment methods affect the competency-based curriculum being implemented in public junior schools? What are the obstacles that public school teachers face in implementing the competency-based curriculum in the curriculum? The Multiple Intelligence Theory by Howard Gardner formed the study's foundation. By combining phenomenology for qualitative methods and a cross-sectional survey for a quantitative approach, the study used a convergent parallel mixed methods research design. Techniques for both non-random and random sampling were employed to choose the respondents. 531 grade eight learners, 1 CSO, 7 headteachers, 26 teachers, and 1 SCDE-MoE made up the sample. Questionnaires, interview guidelines, and document analysis guides were used to gather data. Research supervisors conducted peer reviews and critiques to verify the construct validity and content validity of the instruments. Revisions following piloting were necessary to establish the criterion validity. Using Cronbach's Alpha, the survey's reliability was determined at a reliability coefficient threshold of 0.7. The instruments' mean Alpha reliability coefficient was 0.911. An appropriateness check was performed on the reliability of qualitative instruments. Tables were used to show the quantitative data analysis using SPSS version 23 statistical tools, while narratives and direct quotes were used to code and evaluate the qualitative data according to the study topics. Testing of hypotheses was done using the Paired T-test. The research showed that the CBC is implemented in public junior schools without being considerably impacted by teachers' skill level, work ethic, preferred teaching strategies, or choice of evaluation techniques. In addition to continued teacher development in CBC methodology and evaluation, the study suggests replication in other regions of the nation and enhanced staffing in public junior schools. All ethical guidelines were followed in the study.
dc.identifier.urihttps://repository.cuea.edu/handle/123456789/582
dc.language.isoen_US
dc.publisherTHE CATHOLIC UNIVERSITY OF EASTERN AFRICA
dc.subjectTeacher competence
dc.subjectteacher attitudes
dc.subjectteacher training
dc.subjectteacher experience
dc.subjectinstructional practices
dc.titleINFLUENCE OF TEACHER-RELATED FACTORS ON THE IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PUBLIC JUNIOR SCHOOLS IN KAJIADO NORTH SUB-COUNTY, KAJIADO COUNTY, KENYA
dc.typeThesis

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