Challenges Affecting Teacher Preparedness in the Implementation of Competency-Based Education in Public Junior Schools in Kapenguria Sub-County, West Pokot County

Abstract

This study investigated the challenges affecting teacher preparedness in the implementation of Competency-Based Education (CBE) in public junior schools in Kapenguria Sub-County, West Pokot County, Kenya. Adopting a mixed-methods convergent parallel design, the study drew on responses from 134 teachers, 28 headteachers, and 3 education officers, complemented by 10 classroom observations, achieving an overall response rate of 89.7%. Quantitative data were analyzed descriptively using SPSS, while qualitative data were analyzed thematically. Findings revealed that teachers rated lack of ICT resources, poor internet connectivity and shortage of CBE-aligned teaching materials as the most serious challenges, alongside large class sizes and insufficient time for lesson planning and assessment. Headteachers and education officers corroborated these findings, citing severe teacher shortages, inadequate infrastructure, insecurity, and limited community understanding of CBE as compounding factors specific to this marginalized region. Classroom observations further confirmed the absence of ICT integration, overcrowded classrooms, limited teaching aids, and lessons that remained largely teacher-centred and orally assessed. Nearly a third of teachers had received no CBE training, and most existing training consisted of one-off workshops rather than sustained professional development. The study concludes that resource constraints, contextual marginalization and inadequate training collectively undermine teacher preparedness for CBE implementation in Kapenguria Sub-County. It recommends that the Teachers Service Commission address teacher shortages through recruitment and incentives, the Ministry of Education prioritize ICT infrastructure and instructional materials.