TEACHERS’ PREPAREDNESS FOR EFFECTIVE IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN HOMA- BAY TOWN SUB-COUNTY, HOMA-BAY COUNTY, KENYA
| dc.contributor.author | BEATRICE AKINYI ORIGA | |
| dc.date.accessioned | 2026-03-30T14:31:42Z | |
| dc.date.available | 2026-03-30T14:31:42Z | |
| dc.date.issued | 2024-09 | |
| dc.description | Thesis | |
| dc.description.abstract | This study examined teachers' preparedness for effective implementation of competency-based curriculum (CBC) in public primary schools in Homa-bay town sub-County, Homa-bay County, Kenya. The research was directed by the following questions: what influence does teachers’ level of education have on the implementation of Competency-Based Curriculum in public primary schools in the Homa-bay Town sub-county, Homa-Bay County, Kenya? What are the teachers’ attitudes towards implementing competency-based curriculum in public primary schools in Homa-bay Town sub-County, Homa-bay County, Kenya? How does teachers’ professional development affect the implementation of competency-based curriculum in Homa-bay Town Sub-County, Homa-Bay county, Kenya? What challenges do teachers encounter while implementing competency-based curriculum in public primary schools in Homa Bay Town Sub-county, Homa-bay Count, Kenya? What strategies should be put in place to address challenges encountered by the teachers during the implementation of Competency- based Curriculum in public primary schools in Homa-bay Town sub-County, Homa-bay, Kenya? The study was grounded on Gross Theory of Curriculum Implementation. The study used a mixed-method approach with a convergent parallel design. The target population included 71 public primary schools, 71 head teachers, 639 teachers, and one sub-county director; out of which 15 head teachers, 130 teachers and 1 sub-county director were sampled giving a total of 146 participants. Sampling techniques included simple random sampling for schools, stratified random sampling for teachers, and purposive sampling for head teachers and the sub-county director. Data collection tools involved questionnaires, interview guides, and Observation checklists. Reliability of tools was confirmed through member checking and internal consistency, while validity was ensured through pilot testing and triangulation. The Cronbach alpha coefficient was 0.713, indicating reliability. Qualitative data was analyzed thematically, and quantitative data were analyzed using descriptive statistics with the help of SPSS version 23. Findings revealed that teachers had received CBC training, but its short duration raised concerns about the effectiveness. Teachers generally had a positive attitude towards CBC, appreciating its focus on practical skills and talent discovery. However, challenges such as insufficient instructional materials, large class sizes, and inadequate training were significant obstacles. The study highlighted the need for continuous professional development, sufficient resources, and improved training programs to teachers for successful CBC implementation. Future research should examine the long-term impact of professional development on teachers' effectiveness and the role of community and parental involvement in supporting CBC adoption in Homa-Bay Town Sub-County, Kenya. | |
| dc.identifier.uri | https://repository.cuea.edu/handle/123456789/581 | |
| dc.language.iso | en_US | |
| dc.publisher | THE CATHOLIC UNIVERSITY OF EASTERN AFRICA | |
| dc.subject | Teachers’ preparedness | |
| dc.subject | Competency-Based Curriculum (CBC) | |
| dc.subject | curriculum implementation | |
| dc.subject | public primary schools | |
| dc.title | TEACHERS’ PREPAREDNESS FOR EFFECTIVE IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN HOMA- BAY TOWN SUB-COUNTY, HOMA-BAY COUNTY, KENYA | |
| dc.type | Thesis |