INFLUENCE OF PUBLIC JUNIOR SECONDARY SCHOOL TEACHERS’ ATTITUDES TOWARDS IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN KAMUKUNJI SUB-COUNTY, NAIROBI COUNTY, KENYA

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dc.contributor.authorSR. CAROLINE WAMBUI GACHOKI
dc.date.accessioned2026-03-30T12:55:00Z
dc.date.available2026-03-30T12:55:00Z
dc.date.issued2024-09
dc.descriptionTeachers’ attitudes, Competency-Based Curriculum (CBC), Curriculum implementation, Junior secondary schools, Public schools
dc.description.abstractThe study investigates the attitude of public junior secondary school teachers towards the implementation of the Competency-Based Curriculum in Kamukunji Sub-County, Nairobi County, Kenya. In this view, the research questions informing the study are: What attitude do teachers portray regarding the implementation of CBC? What knowledge and understanding do teachers possess about the competency-based curriculum? How far are the teaching practices accommodative to the requirements of CBC? What strategies can best enhance teachers' attitudes toward the effective implementation of CBC? This study used the mixed-methods approach, specifically a convergent parallel design. It was framed by John Dewey's Constructivism theory. The target population included one QASO, 17 principals, and 99 teachers, while the sample size consisted of five schools, five principals, 46 teachers, and one QASO. The stratified random, simple random, systematic, and purposive methods were adopted for sampling. Data collection instruments included questionnaires, interview guides, document analysis, and observation schedules. Cronbach's Alpha, member checking, and triangulation were used to ensure reliability and validity. Ethical guidelines were fully adhered to, and it was found that the attitude of the teachers was very fundamental to the successful implementation of the Competence-Based Curriculum in Kamukunji Sub-County. The majority of the teachers expressed confidence in understanding the curriculum and how it should be applied, as evidenced by 80.4%, while 86.3% believed in efforts being made to improve how the curriculum was administered. However, there were challenges, especially in training, resources, and added responsibilities. Thus, it emerged from the study that a supportive attitude by teachers is quite necessary for the actual implementation of CBC. It is recommended that the study proposes the building of a PLC, proper resourcing, and active players in the stakeholder position to mitigate the challenges that already exist in implementation. These included recommendations as to a) the conduct of targeted and relevant training programs; b) facilitating the provision of resources; c) ensuring there is greater engagement of key active stakeholders; and d) ensuring there is provisions of ongoing evaluation and feedback of the implementation of CBC in Kamukunji Sub-County.
dc.identifier.urihttps://repository.cuea.edu/handle/123456789/573
dc.language.isoen_US
dc.publisherTHE CATHOLIC UNIVERSITY OF EASTERN AFRICA
dc.subjectTeachers’ attitudes
dc.subjectCompetency-Based Curriculum (CBC)
dc.subjectCurriculum implementation
dc.subjectJunior secondary schools
dc.subjectPublic schools
dc.titleINFLUENCE OF PUBLIC JUNIOR SECONDARY SCHOOL TEACHERS’ ATTITUDES TOWARDS IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN KAMUKUNJI SUB-COUNTY, NAIROBI COUNTY, KENYA
dc.typeThesis

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