Abstract
Competence based curriculum have faced criticism from educationalist based on its tasking and resistivity to change. However, in Canada, Scotland and Finland its implementation has be stunning. The stakeholders in Kenya has raise concern about their preparedness coupled with criticism from section of the government complaining on lack of involvement of stakeholders. The objective of the study was to establish whether teachers’ attitude influences the implementation of the competence-based curriculum. Social constructivism theory was adopted. A descriptive survey design and correlation research design were adopted for the study. The target population of the study included 24 County support Officers (CSOs’), 52 headteachers, and 610 Grade 1 teachers. The sample size was 6 CSOs, 52 Headteachers, and 61 Grade 1 teachers. A saturated sampling technique was used to select all the 52 headteachers from 52 schools. Simple random sampling was used to select the schools and CSOs. A purposive sampling technique was used to select Grade 1 teachers in Kericho County. Data was collected using interview schedules, questionnaires, and an observation schedule. Quantitative data were analysed using descriptive statistics in the form of percentages, means, and standard deviation, while inferential statistics were correlated using Pearson product-moment correlation. Qualitative data were analysed thematically. The attitude of teachers had a positive impact on CBC implementation, with a correlation of 0.560 and a calculated value of 0.00 for the headteachers and 0.284 with a calculated value of 0.032 for Grade 1 teachers. The results of this study are important for the successful adoption of the competency-based program through the participation of education stakeholders.
Highlights
The Competency-Based Curriculum (CBC) was implemented in Canada, Scotland and Finland with success because of rigorous training of teachers and good funding support (Saram & Susan, 2014)
Teachers were comfortable with the intricacies of changes, especially in cases where they were actively involved and prepared as required by the curriculum change. They were involved in preparations through campaigns, improvement of the modalities and guidance of curriculum implementation, which led to the success of CBC implementation
The results found that teachers faced several difficulties that hampered the successful adoption of teaching and learning competency-based curricula
Summary
The Competency-Based Curriculum (CBC) was implemented in Canada, Scotland and Finland with success because of rigorous training of teachers and good funding support (Saram & Susan, 2014). In Rwanda, CBC became successful because it involved in-depth research and study of curricula in neighboring countries as well as positive attitude of the teachers (Cheptoo & Ramadasi, 2019). Teachers were comfortable with the intricacies of changes, especially in cases where they were actively involved and prepared as required by the curriculum change. They were involved in preparations through campaigns, improvement of the modalities and guidance of curriculum implementation, which led to the success of CBC implementation. The current study, sought to find out the influence of teachers’ attitudes towards the implementation of the Competency-Based Curriculum in public primary schools in Kericho County
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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 callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
