THE EFFECT OF TEACHER AND RESOURCES RELATED FACTORS ON THE IMPLEMENTATION OF THE COMPETENCY-BASED CURRICULUM IN JUNIOR SCHOOLS WITHIN BOMET SUB-COUNTY IN KENYA.

Abstract

This study investigates the effect of teacher and resources related factors on the implementation of the Competency-Based Curriculum (CBC) in junior schools in the Silibwet Township ward of Bomet County. Teacher related factors such as insufficient teacher training, inadequate assessment method, resource related factors such as in adequate government support, and lack of parental support and involvement have had numerous effects on the implementation of the CBC curriculum. Therefore, the use of qualitative and quantitative research approaches such as use of interviews, questionnaires, interview guides and focus group discussions enabled easy gathering of data needed for the study from teachers, students, parents, and administrators. The main purpose of the study is to find out the effect of teacher and resources related factors on the implementation of the Competency-Based Curriculum (CBC) in Silibwet Township Ward, Bomet Central Constituency, Bomet County, Kenya as well as to achieve the specific objectives that include determining the effect of teacher training on the implementation of CBC, establishing the impact of government support on the implementation of CBC, and establishing the impact of parental support on the implementation of CBC. The research findings reveal that the implementation of the Competency-Based Curriculum (CBC) at Chepngaina and Tenwek Day Junior Schools has been affected by teacher and resource related constraints. These include overcrowded classrooms and a lack of teaching materials, laboratory equipment, libraries, and internet access. Teachers also face insufficient training in CBC teaching methods, lack of confidence in using technology, and difficulty in designing and assessing competency-based learning. Curriculum design issues, such as insufficient content coverage and poorly defined learning outcomes, further hinder effective delivery. Additionally, the assessment process lacks the tools for evaluating practical competencies, leading to concerns over accurate student progress. Parental support, crucial for CBC success, is limited by a lack of understanding and financial constraints, with a small percentage of parents actively participating in CBC activities. Moreover, the recommendations drawn from the findings to improve the implementation of the Competency-Based Curriculum (CBC) in Chepngaina and Tenwek Day Junior Schools, as well as other rural areas, focus on addressing key challenges include government support in improving infrastructure to reduce overcrowding, providing adequate learning materials and digital resources, and encouraging public-private partnerships. Teacher preparedness can be enhanced through comprehensive training, mentorship programs, and incentives for professional growth. Curriculum revision should ensure content alignment with real-world skills, involve stakeholders, and support the transition to competency-driven learning. Assessment reforms include training teachers on formative assessments, developing standardized rubrics, and using technologies to reduce workload. Finally, strengthening parental support involves awareness campaigns, financial assistance for underprivileged families, flexible engagement opportunities, and fostering school-parent partnerships.