Effect of Teacher Readiness on the Implementation of Competency Based Curriculum in Public Primary Schools in Awendo Sub County, Migori County, Kenya

Abstract

The purpose of this research was to evaluate the effect of teacher readiness on the implementation of Competency Based Curriculum (CBC) in public primary schools in Awendo Sub County, Migori County, Kenya. The objective of this study was to examine the effect of teachers’ motivation, in public primary schools in Awendo Sub – County. The research applied the Pedagogical Content Knowledge Theory. The study used a descriptive survey research design. The target population was 1741 respondents comprising 1666 grade one to four teachers and 75 head teachers. The researcher used simple random sampling in selecting the sample size for both grade one to four teachers and head teachers. Thirty percent of 1666 grade one to four teachers and 75 head teachers were selected to constitute a sample size of 500 CBC teachers and 23 head teachers. Data was collected through Teachers’ questionnaire and HT’s interview schedule. Reliability and validity were approximated through research instruments. Pilot testing was conducted in the neighboring Rongo Sub – County. Reliability of the research instruments were calculated using split half method obtaining a coefficient of 0.8. Content and construct validity were ascertained through the University supervisors’ scrutiny and pilot testing. Both descriptive and inferential statistics were used to analyze the data. The study findings revealed that motivation of teachers had statistically significant effect while teacher in- service was moderate. The study’s other independent variables contributed 63.7% of variables in the level CBC implementation in teaching and learning (R2 = 0.637). Teacher motivation was the most potent predictor of CBC implementation. β = 0.960, t(18) = 3.169, < 0.05). The study therefore, recommends that material rewards should be given to teachers for them to do better in all areas in the school and for encouragement. The school management should also ensure that school environment is conducive for teachers by offering accommodation and food to ensure their motivation and satisfaction with their jobs.