Teacher-Based Factors Influencing the Implementation of Competency-Based Education in Pre-Primary Schools in Aldai Sub-County, Nandi County

Abstract

Kenya has implemented Competency-Based Education (CBE) as a curriculum reform aimed at equipping learners with practical skills, values, and competencies for lifelong learning and effective societal participation. This study investigated teacher-based

factors influencing CBE implementation among pre-primary learners in Aldai Sub- County, Nandi County, Kenya. The specific objectives were to: examine the influence of

teachers' pedagogical skills on CBE implementation; determine the influence of teachers' attitudes toward CBE on its implementation; and evaluate the influence of teachers'

professional competence on CBE implementation in pre-primary schools in Aldai Sub- County. Guided by Dewey's Social Constructivism Theory, the study adopted a

descriptive survey design with a census of 158 respondents, comprising 106 pre-primary teachers and 52 head teachers from all public pre-primary schools in the sub-county. Data were collected through questionnaires, interview schedules, and document analysis

guides, with validity established via expert review and reliability assessed using the split- half technique and Cronbach's alpha. Quantitative data were analyzed using SPSS

version 29, while qualitative data were analyzed thematically using NVivo. The findings showed that pedagogical skills, attitudes toward CBE, and professional competence each significantly and positively influenced implementation, though challenges remained in competency-based assessment, resource adequacy, and translating theory into practice. Teachers generally held positive attitudes, but motivation was constrained by documentation demands, overcrowded classrooms, and limited institutional support. The study concluded that teachers’ pedagogical skills positively influence the implementation of Competency-Based Education (CBE) in pre-primary schools in Aldai Sub-County, although deficiencies in competency-based assessment practices limit the effective realization of curriculum objectives. The study concluded that teachers’ positive attitudes toward CBE support its implementation; however, the sustainability of these attitudes depends on adequate motivation, resources, leadership support, and favorable working conditions. The study concluded that teachers’ professional competence positively influences CBE implementation, but variations in content mastery and the ability to translate theory into practice constrain the consistent and effective delivery of competency-based learning experiences. Regarding teachers’ pedagogical skills, the study recommends that the Ministry of Education, through KICD, should enhance continuous school-based professional development focusing on competency-based assessment and learner-centered pedagogies. On teachers’ attitudes, the study recommends that the Nandi County Government, Sub-County Education Directorate, and school heads should strengthen teacher motivation through recognition, mentoring, support forums, and adequate staffing to promote positive attitudes toward CBE implementation. Regarding teachers’ professional competence, the study recommends that the TSC and KICD should reinforce pre-service and in-service training by emphasizing competency-based assessment, content mastery, and practical classroom application. The study recommended that further research should examine long-term effects of teacher motivation and support using longitudinal, mixed-methods approaches.