Teachers’ Perceptions of Competency-Based Curriculum Implementation, and Government Support: A Mixed Methods Study on Grade 1-5 Teachers in Homabay County, Kenya

Abstract

Education reform is necessary as it allows a country to periodically review, revise, and evaluate its education systems and programs. Kenya recently adopted a competency-based education system, known as competency-Based Curriculum(CBC). This approach allows students work at their own pace to demonstrate mastery of the competencies required for their chosen field of study. However, previous studies on the implementation stages of CBC, particularly in elementary teacher preparedness, have indicated that teachers' knowledge of CBC is inadequate, they are ill-prepared, and thus they are unable to effectively teach and evaluate the new curriculum. Therefore, this study aims to investigate teacher perceptions, self-efficacy on digital technology use, and government support in the implementation of CBC, to identify the challenges teachers are facing and the support needed to effectively implement the curriculum. The study used a mixed-method convergent research design to answer the research questions. The participants were grade 1-5 teachers drawn from Homa Bay county. The study findings revealed that CBC teachers have conflicting views about CBC. Among all survey constructs, the government resource support had the highest mean, while the need for training on information and communication technology and the provision of digital technology materials to schools were mostly unfavorable. Survey respondents indicated moderate agreement with the relevant assertions. The study recommends the use of perception theory instead of self-efficacy theory to investigate teachers' opinions on the implementation of CBC. This approach can help create links between the identified issues and outcomes. Further research is necessary to examine how parents perceive the implementation of CBC and how their involvement can aid in learners' acquisition of the necessary competencies and skills. Keywords: Teachers’ perceptions, Competency-based curriculum, Government support, Digital technology DOI: 10.7176/JEP/14-9-09 Publication date: March 31 st 2023