TEACHER PREPAREDNESS FOR CONTENT DELIVERY AND ITS INFLUENCE ON COMPETENCY-BASED CURRICULUM IMPLEMENTATION IN KENYAN JUNIOR SECONDARY SCHOOLS

Abstract

This study assessed teacher preparedness in content delivery and its influence on the implementation of the Competency-Based Curriculum (CBC) in public and private junior secondary schools in Nyandarua North Sub-County, Kenya. The study was guided by Gross’s Curriculum Implementation Theory and employed a correlational research design using a mixed-methods approach. The target population comprised of 324 teachers, Heads of Institutions (HoIs), and Curriculum Support Officers (CSOs) from selected public and private junior secondary schools. The sample size comprised of 195 individuals arrived at through purposeful sampling and random sampling technique. Data were collected using questionnaires, interview schedules, and observation checklists. Quantitative data were analyzed using frequencies, percentages, means, and Pearson correlation analysis, while qualitative data were analyzed thematically. The findings revealed that teacher preparedness, measured through professional qualifications, in-service training, subject content mastery, pedagogical competence, and ICT integration skills, significantly influenced effective implementation of CBC. Teachers who had received adequate CBC training demonstrated greater competence in applying learner-centered teaching strategies and competency-based assessments. The study concluded that teacher preparedness remains a critical determinant in successful curriculum implementation. The study recommends strengthening continuous professional development programs, enhancing CBC-focused training, and improving institutional support systems to equip teachers with competencies required for effective curriculum delivery.