The TEACHERS' TRAINING AND CBC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN NAROK SOUTH SUB-COUNTY, KENYA

Abstract

Interventions such as teaching and learning infrastructure and capacity-building initiatives have been launched to support Competency Based Curriculum (CBC). However, little is known about whether teacher training has translated into improved CBC performance in public primary schools in the area. The inadequate evidence on this linkage creates uncertainty on the effectiveness of ongoing teacher training efforts. This study therefore sought to examine how teachers’ training influences the performance of CBC in public primary schools in Narok South Sub-County, Kenya. The study tested the null hypothesis (H₀)): Teacher training has no significant influence on the performance of CBC in the Public Primary Schools in Narok South Sub County, Kenya. Regarding methodology, pragmatism and descriptive survey research design that used a mixed approach was preferred. The target population included 160 with 9,151 parents, 1616 teachers, and 04 county education officials. Yamane 1967 scientific formula was used to arrive at a teacher and parent sample size of 321 and 383, respectively. The study then employed a simple random sampling technique during data collection using both questionnaire and interview guide. Further, a pilot study was carried out in Narok West Sub-Ciounty. Methods on analysis included descriptive statistics, correlation and regression were used. It was found that teachers training had positive correlations with CBC performance (r=0.310, p<0.01). Similar to correlation, regression revealed that teacher training had a positive significant relationship with CBC performance (β = 0.148; sig.= 0.026, p<0.05). The study concludes that teacher training is a critical determinant of the performance of CBC thus it positively influenced curriculum implementation. The study recommends that teachers should participate in ongoing professional development activities such as webinars, seminars, workshops, and peer collaboration to effectively employ teaching training resources, execute competency-based assessments, and adapt to pupils’ requirements.