Status of Teachers' Pedagogical Knowledge and the Implementation of Competency-Based Curriculum in Public Primary Schools in Sabatia Sub-County, Kenya

Belinda Mulusa Atonya; Samuel Maragia; Metrine Sulungai

doi:10.37284/eajes.9.1.4414

Belinda Mulusa Atonya Kaimosi Friends University
Samuel Maragia Kaimosi Friends University
Metrine Sulungai Kaimosi Friends University

DOI: https://doi.org/10.37284/eajes.9.1.4414

Keywords: Teachers' Pedagogical Knowledge, Competency-Based Curriculum, Public Primary Schools, Sabatia Sub-County, Kenya

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Abstract

Kenya has embarked on a curriculum reform to improve the quality and relevance of education, meeting global demands. The government has made tremendous efforts to implement the Competency-Based Curriculum (CBC) in public primary schools. Despite these endeavours, CBC continues to encounter various challenges that impede its efficacy. It is still unclear how all teachers are empowered and equipped to implement the new curriculum effectively. This study aimed to evaluate the status of teachers' pedagogical knowledge in the implementation of CBC in Sabatia Sub-County. The study draws on Social Constructivism Theory. A mixed research design was employed. The target population was 986 teachers, while the accessible population was 327 teachers teaching grade 6 and 101 School head teachers. A sample of 86 head teachers and 181 teachers teaching grade 6 participated in this study. Simple random sampling, stratified, proportionate, and purposive sampling techniques were used. The study collected primary data using a questionnaire, interview guide, and observation checklist. Both quantitative and qualitative data analysis techniques were employed. Quantitative data were analysed using descriptive and inferential statistics with the help of SPSS. In contrast, qualitative data were analysed using thematic expressions. The descriptive statistics results reveal that the status of teachers' pedagogical knowledge influences the implementation of CBC. The study obtained a correlation coefficient of 0.739 (0.001). This implied that teachers' pedagogical knowledge had a strong, positive, and significant influence on the practical implementation of CBC. The study concluded that teachers' pedagogical knowledge influences the implementation of CBC. The study recommended that School management should organise regular, targeted training sessions focused on the Competency-Based Curriculum's pedagogical aspects

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