Abstract
The purpose of this research was to evaluate the effect of teacher readiness on the implementation of Competency Based Curriculum (CBC) in public primary schools in Awendo Sub County, Migori County, Kenya. The objective of this study was to examine the effect of teachers’ motivation, in public primary schools in Awendo Sub – County. The research applied the Pedagogical Content Knowledge Theory. The study used a descriptive survey research design. The target population was 1741 respondents comprising 1666 grade one to four teachers and 75 head teachers. The researcher used simple random sampling in selecting the sample size for both grade one to four teachers and head teachers. Thirty percent of 1666 grade one to four teachers and 75 head teachers were selected to constitute a sample size of 500 CBC teachers and 23 head teachers. Data was collected through Teachers’ questionnaire and HT’s interview schedule. Reliability and validity were approximated through research instruments. Pilot testing was conducted in the neighboring Rongo Sub – County. Reliability of the research instruments were calculated using split half method obtaining a coefficient of 0.8. Content and construct validity were ascertained through the University supervisors’ scrutiny and pilot testing. Both descriptive and inferential statistics were used to analyze the data. The study findings revealed that motivation of teachers had statistically significant effect while teacher in- service was moderate. The study’s other independent variables contributed 63.7% of variables in the level CBC implementation in teaching and learning (R 2 = 0.637). Teacher motivation was the most potent predictor of CBC implementation. β = 0.960, t(18) = 3.169, < 0.05). The study therefore, recommends that material rewards should be given to teachers for them to do better in all areas in the school and for encouragement. The school management should also ensure that school environment is conducive for teachers by offering accommodation and food to ensure their motivation and satisfaction with their jobs. Keywords : Competency based curriculum, Resources, competencies, Readiness DOI: 10.7176/JEP/13-5-04 Publication date: February 28 th 2022
Highlights
Background of the Study Competency Based Curriculum (CBC) was introduced by theKenyan government after a summative evaluation of 8-4-4 system of education in 2009. The Kenya Institute of Curriculum Development (KICD), 2017) established that the major objectives of 8-4-4 curriculum were not being achieved
Teaching learning materials were of low quality and did not meet the demand of a knowledge-based economy. These gaps informed the decision to change from 8-4-4 system to Competency Based Curriculum (International Bureau of Education (IBE, 2017)
Competency Based Curriculum has been appreciated around the world as a means through which a country empowers its citizens with essential values, knowledge, attitudes, and skills for individual and national development (United Nations Educational, Scientific and Cultural Organization (UNESCO, 2014).The new curriculum promotes learners acquisition of 21st century skills of application of knowledge and creativity
Summary
Kenyan government after a summative evaluation of 8-4-4 system of education in 2009. The Kenya Institute of Curriculum Development (KICD), 2017) established that the major objectives of 8-4-4 curriculum were not being achieved. Competency Based Curriculum has been appreciated around the world as a means through which a country empowers its citizens with essential values, knowledge, attitudes, and skills for individual and national development (United Nations Educational, Scientific and Cultural Organization (UNESCO, 2014).The new curriculum promotes learners acquisition of 21st century skills of application of knowledge and creativity It is learner centered and teachers become facilitators of learning rather than center of information. The Australian Curriculum Assessment and Reporting Authority (ACARA) developed a curriculum that provided teachers, parents, learners and all education stakeholders with clear and simple understanding of what was to be learnt and how it was to be learnt regardless of where they lived or which school they attended in Australia (ACARA, 2016) The implementation of this new system in Kenya has met several challenges from stakeholders who are not satisfied with the level of teacher readiness. This study concentrated on examining how teachers’ motivations affect the implementation of Competency Based Curriculum in public primary schools in Awendo Sub County, Migori County, Kenya
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
