TEACHER MOTIVATION AS A DETERMINANT OF COMPETENCY-BASED EDUCATION IMPLEMENTATION IN GRADE THREE CLASSROOMS IN KAJIADO COUNTY, KENYA

Grace Wathanu Macharia, Juliet W. Mugo, Teresa Mwoma

Abstract


Competency-Based Education (CBE) has been of significant research interest in Kenya because it has the potential to improve learning outcomes. Nevertheless, its implementation still experiences chronic issues, especially in terms of teacher motivation. Poor incentives, work overload, and lack of support mechanisms have been the reasons behind the high and low commitment levels among teachers, thereby limiting effective curriculum delivery. This paper has discussed teacher motivation as a predictor of the CBE implementation in Grade Three classrooms in Kajiado County. The study was based on a correlational research design based on the curriculum implementation theory. The Target population was all the primary schools of Kajiado Central Sub-County, both public and private, with 64 head teachers and 140 Grade Three teachers. Sampling entailed stratified, purposive, and simple random sampling. Kajiado County and Kajiado Central Sub-County were randomly chosen, and 5 out of 17 zones were identified using a lottery system. The stratification of schools was based on category, and afterwards, 30 percent of the schools were chosen randomly. Head teachers in sampled schools were selected purposively, whereas Grade Three teachers were selected randomly. The sample used was 19 head teachers and schools, and 42 Grade Three teachers. Teacher questionnaires, head teacher interview schedules, and classroom observation were used to collect data. Instrument reliability and validity were enhanced through piloting in Grade Three classrooms in Kajiado Central Sub-County. Thematic analysis was used to analyze qualitative data, and descriptive and inferential statistics were used to analyze quantitative data. Findings were presented using tables, graphs, and narrative summaries. Results revealed that teacher training had a significant positive effect on CBE implementation (r = 0.432, p = 0.000). The research found that financial and non-financial incentives have an effect on teacher performance and, accordingly, CBE delivery. Recommendations were that there should be enhanced instructional support, sufficient teaching resources, appreciation of teacher work, and increased professional growth opportunities that are associated with career advancement.

Keywords


grade three, implementation of CBE, Kajiado County, public and private schools, teacher motivation

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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6765

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