TEACHERS’ PERCEPTIONS ON THE IMPLEMENTATION OF COMPETENCY-BASED EDUCATION IN JUNIOR SCHOOLS, TRANS-NZOIA WEST SUB COUNTY-KENYA

Abstract

This study explored teacher perception on the implementation of Competence Based Education (CBE) in Junior public secondary schools in Trans-nzoia west sub- county. Despite the introduction of competence-based education reform in Kenya, the implementation remains a challenge. Teachers play vital roles in the implementation of any education reform. They interpret the

framework and adapt it to fit students’ needs. Teacher professional development, training, self- efficacy, available resources for teaching and learning, teaching workload greatly influence teacher

perception on the implementation and success of CBE. This study was based on the following objectives, namely; to assess teacher’s preparedness for implementation of CBE, to evaluate the availability and adequacy of instructional resources, to investigate teacher workload and to identify challenges faced during the implementation of CBE. The study was anchored on constructivism learning theory which posits that learners can actively build their own knowledge rather than being passive recipients of information. However, the major criticism of the theory is its inefficiency for teaching foundational knowledge. The study’s sample comprised of 79 participants, including 64 teachers from selected schools and 15 head teachers from the sampled schools. The researcher made use of mixed method concurrent research design. This design was useful in collecting both qualitative and quantitative data. Data was collected using teachers’ questionnaire, interview schedule for heads of institutions and observation schedule for the researcher to gather first-hand information. Through the guidance of supervisors, the researcher was able to determine instrument validity. A pilot study was conducted in 5 schools in Kiminini sub county, a neighboring sub county to Trans-nzoia west sub-county. Cronbach’s alpha reliability was computed to determine the extent to which the research instruments are reliable. A reliability coefficient of above 0.7 was obtained from the pilot study, this guaranteed that the research instruments are reliable, hence suitable for use in the main study. Qualitative data was obtained by interviewing headteachers and quantitative data from the teachers’ questionnaire. Besides this, observation schedule was used to collect first hand data from sampled schools. Qualitative data from interviews with headteachers and questionnaire items was analyzed thematically by grouping the data into major themes as per the research objectives. For descriptive statistics, frequencies alongside mean and standard deviation were used. Inferential statistics, Pearson Chi-Square analysis was carried out to determine the two categorical variables; teacher perception and the implementation of CBE had an association. The study findings showed that all research variables had P<0.05, implying that CBE implementation was not independent of teacher perception. The study recommended that the government through the ministry of education should provide adequate infrastructure and instructional facilities for effective implementation of CBE. From the study findings a majority of the teachers reported that institutional and stakeholders’ support was not sufficient. Therefore, a recommendation was made that effective communication be done to bring on board all the stakeholders. The study recommended that in-service training be provided for effective implementation of CBE.