Thesis:

Influence of teacher preparedness on implementation of competency based curriculum in public primary schools in Khwisero sub-county, Kakamega county, Kenya

Kenya has embarked on curriculum reforms to improve the quality of education. An important shift has been to move away from knowledge and skills acquisition to knowledge creation and application. The purpose of the study was to investigate influence of teacher preparedness and implementation of Competency Based Curriculum in public primary schools in Khwisero Sub- county, Kakamega County, Kenya. The following objectives will guide the study: to determine the influence of teacher competence on implementation of Competency Based Competency, to determine the influence of instructional materials on implementation of Competency Based Competency, to examine the influence teacher’s mode of assessment on implementation of Competency Based Curriculum and to assess the influence professional responsibilities of the teacher on implementation of Competency Based Curriculum (CBC). The research employed cross-sectional descriptive survey research design where the researcher used questionnaires and key informant interview guides to collect data which were used to describe how teacher preparedness influence competency based curriculum implementation. The study utilized purposive, cluster and simple random sampling techniques. The target population included all the teachers teaching grade 1 to 6 in all the 70 public primary school in Khwisero Sub-county, head teachers, the 2 Curriculum Support Officers in charge of the two zones in Khwisero Sub-County and 1 Quality Assurance and Standard Officer. Data analysis was done using the Statistical Package for Social Services (SPSS) percentages. The theory of constructivism by Levi Vygotsky guided the research based on the proponent that human construct knowledge from their experiences. The study findings shows that teachers with strong subject knowledge, classroom management, and instructional skills were more effective in using CBC's student-centered approaches. Formative assessments and diverse teaching methods also played key roles, while access to current and relevant instructional materials, including digital resources, was vital for fostering student engagement. However, challenges like teacher shortages and insufficient resource distribution hindered full CBC implementation. The study concludes that teacher competence, access to relevant instructional materials, and effective assessment strategies are essential for CBC success. Ongoing teacher training and better curriculum planning are recommended, along with improved resource accessibility to address challenges and ensure CBC’s potential is realized.