Teachers’ Professional Preparedness in the Implementation of Competency-Based Curriculum on Learners’ Academic Performance in Public Primary Schools in Lang’ata Sub-County, Kenya

Abstract

The purpose of this study was to find out the influence of teachers' professional preparedness on learners’ performance in implementation of competency-based curriculum in public primary schools in Lang’ata Sub-County, Kenya. The study was guided by the following specific objectives: to determine the extent to which teachers possess the pedagogical skills required to enhance learners' performance; to assess the extent to which teachers participate in professional training to improve learners' performance; and to evaluate the level of competency teachers possess in integrating technology to improve learners' performance in the implementation of the Competency-Based Curriculum in public primary schools in Lang’ata Sub-county, Kenya. A convergent parallel mixed method design was used for the study. The target population was 16 public primary schools, 16 head teachers, 314 teachers and one QASO. The study used census sampling to include all 16 public primary schools. Both head teachers and QASO were selected using purposive sampling. The study used stratified proportionate and simple random sampling to select 157 out of 314 teachers. Data collection tools included questionnaires for teachers and in-depth interview guide for both head teachers and the QASO. Quantitative data was analyzed using descriptive statistics (frequencies and percentages) which were processed using Statistical Package for Social Science Version 29 and presented using tables. Qualitative data was analyzed through thematic analysis and presented in the form of narratives and direct quotations. The study revealed that many teachers are not confident in using learner-centered teaching strategies and struggle to integrate critical thinking, problem-solving, and collaborative learning into daily lessons. Their effectiveness is further hindered by limited pedagogical skills, overcrowded classrooms, and difficulties in facilitating group work and mastering subject content. Most teachers do not regularly attend CBC-related professional development workshops. Even when training is attended, applying theoretical knowledge remains a challenge due to limited follow-up, mentorship, and classroom-based support. Barriers such as irregular scheduling, lack of logistical support, workload pressures, and insufficient hands-on, context-specific training prevent meaningful implementation, resulting in minimal improvement in learner outcomes. The study recommends that the government through the ministry of education should enhance teacher capacity by providing continuous, context-specific professional development focused on learner-centered pedagogy, critical thinking, and collaborative teaching strategies. Training programs must include practical follow-up, mentorship, and classroom support to bridge the gap between theory and practice.