Head teachers’ and teachers’ level of preparedness for the implementation of the competency-based curriculum In primary schools in Wareng Sub-County, Uasin-Gishu County, Kenya

Abstract

Curriculum reform is usually an orderly process where all stakeholders affected become part of the process by making their contribution to operationalize the curriculum as designed and developed. The purpose of the study was to investigate head teachers‟ and teachers‟ level of preparedness for the implementation of the competency-based curriculum in primary schools in Wareng sub-county, Uasin-Gishu County. The study examined the level of head teacher and teacher involvement in the implementation of the competency-based curriculum, investigated the resources provided to them for the implementation, assessed the training needs of teachers and explored challenges faced by the head teachers and teachers in the implementation of the competency-based curriculum in primary schools. The study was guided by curriculum implementation theory by Gross. This was a mixed method study that was positioned in the pragmatic paradigm. The study adopted the concurrent triangulation research design. The target population was 120 primary schools, 120 head teachers and 220 grade 1-3 teachers. The schools were grouped into private and public schools, 21 public schools and 15 private schools were selected. Purposive sampling was then used to select the head teachers from the targeted 36 schools. Each head teacher was selected from the schools where the study was sampled, 66 teachers were selected purposively to those of early year grades. Data was collected quantitatively using questionnaires and qualitatively using interview schedules. The data were analyzed using descriptive, inferential statistics and thematic analysis through selective coding. The results of the study revealed that the four constructs used to determine the level of preparedness play a major role in helping the process. There was a positive influence of head teachers and teacher involvement (β=.169), resources provided (β=.325), training needs (β=.218) and challenges faced (β=.254) on curriculum implementation. The p-value (p=0.134>0.05) implies that there was a linear relationship between independent and dependent variable. Qualitative data likewise revealed that the majority of the respondents indicated that they were not involved in the formulation of the new curriculum and the development of learning materials, they also highlighted learning resources were available but inadequate and physical resources needed renovations and equipment. Additionally, on training needs, it was revealed that, although they attended trainings the majority was not prepared, and the subject content knowledge is still very low. Teachers‟ training needs and negative attitude were the major challenges hindering the implementation process. The study concludes that there were challenges in implementing CBC. The study therefore recommended that teachers and head teachers should be adequately prepared for successful implementation of curriculum