The Effects of teacher preparedness on Competency-Based Curriculum implementation in primary schools in Nairobi County Kenya

Abstract

While the Competency-Based Curriculum (CBC) in Kenya is supported by a detailed policy framework, questions remain about the adequacy of its legal and regulatory backing—particularly in operationalizing certain policy provisions at the foundational levels of Pre-primary and Standards 1–3. Legal frameworks serve to formalize and enforce policy directives, yet some areas of the CBC policy—such as language of instruction, resource allocation, and teacher roles—may require further legal clarification to ensure consistent implementation across schools. Moreover, there have been concerns among stakeholders regarding the pace and process of CBC rollout, including the extent to which meaningful public participation was incorporated during its introduction. These concerns raise questions about the curriculum's sustainability and readiness for large-scale implementation. This study aimed to assess the effect of teacher preparedness on the implementation of the CBC in primary schools in Nairobi County, Kenya. Specifically, it sought to explore the legal and policy framework that governed primary education in Kenya and its adequacy in supporting CBC implementation; to identify the teaching factors influencing the successful rollout of CBC; to examine the teacher government relationship and its role in facilitating CBC; and to provide policy recommendations to enhance CBC implementation. Guided by Constructivism theory and the Montessori Approach to Learning, this study adopted a descriptive survey methodology. The study focused on school principals and classroom teachers who taught Grades 1-4, as well as 20 curriculum support officers from the selected Sub-Counties. Population data sourced from the Teachers Service Commission revealed 203 public primary schools, 1710 teachers, and 203 head teachers in Nairobi County. Using Slovene’s formula, a sample of 324 teachers was selected for the study. Questionnaires and key informant interview guides were developed for data collection, with both quantitative and qualitative analysis methods applied. Findings revealed that teacher competency, perceptions of the CBC, government support, and technological skills were crucial for successful implementation. Teachers with strong pedagogical skills and positive attitudes towards CBC were more effective in its application, while inadequate support and resistance hindered progress. The study recommends continuous professional development, enhanced teacher-government collaboration, and increased investment in technological training and infrastructure to ensure the successful and sustainable rollout of CBC in Kenyan schools. Keywords: Competency-Based Curriculum, teacher preparedness, legal framework, education policy, curriculum implementation, government support, Nairobi County, primary education, pedagogical skills, professional development