Teacher perspectives on the implementation of the competency-based curriculum in Kenya
<p>This mixed methods study was conducted to explore teacher views on the implementation of the Competency-Based Curriculum (CBC) in Kenya, specifically the support availed to them. The study employed a closed-ended Likert scale questionnaire, open-ended interviews and a written test, which wa...
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| Format: | Thesis |
| Language: | English |
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2021
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| _version_ | 1797072113506451456 |
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| author | Micheni, BM |
| author2 | Johnson, D |
| author_facet | Johnson, D Micheni, BM |
| author_sort | Micheni, BM |
| collection | OXFORD |
| description | <p>This mixed methods study was conducted to explore teacher views on the implementation of the
Competency-Based Curriculum (CBC) in Kenya, specifically the support availed to them. The
study employed a closed-ended Likert scale questionnaire, open-ended interviews and a written
test, which was used for triangulation. Purposive sampling and snowballing sampling techniques
were used to recruit 53 teachers who participated in the study. The data was analysed through
thematic analysis process, and the use of deductive and inductive coding processes.</p>
<p>The study revealed that teachers were positive that professional development programs helped
them to implement the CBC in classrooms. However, when the professional skills and capabilities
of the said teachers were tested objectively, a majority of them fell short of satisfying the minimum
quality standards. The data further revealed that, while an adequate number of textbooks were
availed to facilitate teaching and learning, the quality of textbooks was substandard. Further, there
was inadequate Information Communication Technology infrastructure and laboratories to support
teaching and learning activities. Schools were understaffed, thus, teachers handled heavy teaching
workloads and large class sizes. There was also the view that school leaders had built a culture of
fear in teachers and did not offer them guidance or motivation. Nevertheless, teachers were
satisfied with the peer support they received. Parental support to teachers and learners was also of
concern as a motivating factor for teaching and learning. Finally, teachers felt that the support they
received from the Teachers Service Commission and the Kenya National Union of Teachers,
which is the national teachers trade union, was inadequate.</p> |
| first_indexed | 2024-03-06T23:02:58Z |
| format | Thesis |
| id | oxford-uuid:62ceaa7d-9ebf-497d-a8a9-4fb642ef0dc0 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-06T23:02:58Z |
| publishDate | 2021 |
| record_format | dspace |
| spelling | oxford-uuid:62ceaa7d-9ebf-497d-a8a9-4fb642ef0dc02022-03-26T18:08:42ZTeacher perspectives on the implementation of the competency-based curriculum in KenyaThesishttp://purl.org/coar/resource_type/c_bdccuuid:62ceaa7d-9ebf-497d-a8a9-4fb642ef0dc0Curriculum changeMixed methods researchTeachersInternational educationComparative educationKenyaEnglishHyrax Deposit2021Micheni, BMJohnson, D<p>This mixed methods study was conducted to explore teacher views on the implementation of the Competency-Based Curriculum (CBC) in Kenya, specifically the support availed to them. The study employed a closed-ended Likert scale questionnaire, open-ended interviews and a written test, which was used for triangulation. Purposive sampling and snowballing sampling techniques were used to recruit 53 teachers who participated in the study. The data was analysed through thematic analysis process, and the use of deductive and inductive coding processes.</p> <p>The study revealed that teachers were positive that professional development programs helped them to implement the CBC in classrooms. However, when the professional skills and capabilities of the said teachers were tested objectively, a majority of them fell short of satisfying the minimum quality standards. The data further revealed that, while an adequate number of textbooks were availed to facilitate teaching and learning, the quality of textbooks was substandard. Further, there was inadequate Information Communication Technology infrastructure and laboratories to support teaching and learning activities. Schools were understaffed, thus, teachers handled heavy teaching workloads and large class sizes. There was also the view that school leaders had built a culture of fear in teachers and did not offer them guidance or motivation. Nevertheless, teachers were satisfied with the peer support they received. Parental support to teachers and learners was also of concern as a motivating factor for teaching and learning. Finally, teachers felt that the support they received from the Teachers Service Commission and the Kenya National Union of Teachers, which is the national teachers trade union, was inadequate.</p> |
| spellingShingle | Curriculum change Mixed methods research Teachers International education Comparative education Kenya Micheni, BM Teacher perspectives on the implementation of the competency-based curriculum in Kenya |
| title | Teacher perspectives on the implementation of the competency-based curriculum in Kenya |
| title_full | Teacher perspectives on the implementation of the competency-based curriculum in Kenya |
| title_fullStr | Teacher perspectives on the implementation of the competency-based curriculum in Kenya |
| title_full_unstemmed | Teacher perspectives on the implementation of the competency-based curriculum in Kenya |
| title_short | Teacher perspectives on the implementation of the competency-based curriculum in Kenya |
| title_sort | teacher perspectives on the implementation of the competency based curriculum in kenya |
| topic | Curriculum change Mixed methods research Teachers International education Comparative education Kenya |
| work_keys_str_mv | AT michenibm teacherperspectivesontheimplementationofthecompetencybasedcurriculuminkenya |