RELATIONSHIP BETWEEN TEACHERS TRAINING AND IMPLEMENTATION OF CBE IN PUBLIC AND PRIVATE SCHOOLS, GRADE THREE IN KAJIADO COUNTY, KENYA

Abstract

The Competency-Based Education (CBE) aims to develop well-rounded learners, with teachers as facilitators of active learning. However, its implementation faces challenges, including inadequate teacher training for transitioning from traditional methods, limitations in designing CBE lessons, and challenges in using appropriate assessment strategies. Limited professional development and insufficient teaching resources further hinder teachers' ability to adapt to the new curriculum's demands. The study examined the relationship between teacher training and implementation of CBE in public and private schools’ grade three in Kajiado County. It was grounded on the curriculum implementation theory. A correlational research design was adopted. The target population was all public and private primary schools in Kajiado Central Sub-county, namely, 64 head teachers and 117 Grade 3 teachers in the Sub-county. The study employed purposive, stratified, and simple random sampling techniques to determine the sample. Kajiado County and Kajiado Central Sub-County were purposively selected, after which 5 out of 17 zones (30%) were randomly chosen using a lottery method to ensure fairness and avoid bias. Schools were then selected through stratified random sampling, categorized as public or private, followed by random selection of 30% of the schools. Headteachers were purposively included based on the selected schools, while Grade 3 teachers were randomly sampled to give each an equal chance of participation. The final sample size comprised 19 schools and headteachers out of 64, and 42 Grade 3 teachers out of 140. A questionnaire for Grade 3 teachers, an interview schedule for head teachers, and an observational checklist for data collection were used to collect data. Piloting was conducted in public schools in Kajiado Central Sub-County to assess the instruments’ validity and reliability. Qualitative data from headteachers and observation guides were thematically analyzed using verbatim responses. Quantitative data from teachers were summarized with descriptive statistics, including percentages and frequencies, then displayed in tables and graphs. Inferential statistics, including multiple linear regression and Pearson’s correlation, assessed significance levels and tested hypotheses at 0.05. Findings were presented in graphs, tables, and narratives. Results revealed a significant and positive effect of teacher training (β = 0.835, p = 0.002) on implementation of CBE. The study concludes that the effectiveness of subject content coverage, technology integration, and clear learning outcomes relies on quality teacher training. The Ministry of Education should enhance curriculum planning by improving teacher training on content, CBE competencies, and technology use. The Kenya Institute of Curriculum Development should update materials and train teachers to support inquiry-based assessments, while the Teachers Service Commission should expand continuous professional development for inclusive teaching.