Post-Training Support as a Predictor of the Implementation of Competency-Based Curriculum in Public Primary Schools in Kilifi County, Kenya

Abstract

Ongoing professional development, mentorship, resource provision, and feedback systems are essential for maintaining teachers' competence and confidence in delivering CBC. Educational leaders must actively support these efforts, as their involvement is key to CBC's success. Policymakers and education stakeholders should prioritize long-term post-training programs to ensure CBC's sustainability and improve educational outcomes for Kenyan students. This study examines post-training support as a predictor of implementing the Competency-Based Curriculum (CBC) in public primary schools. The study utilized the Self-Determination Theory to explain that when learners feel a sense of control over their learning, believe in their ability to succeed, and experience supportive relationships, they are more likely to engage in learning for its intrinsic value rather than external rewards and to cultivate self-motivated, independent learners who can apply their knowledge in practical situations. This study used a descriptive survey design to collect data from teachers, headteachers, and education officers in Kilifi County. Stratified random sampling selected participants from 300 public primary schools, with data analyzed using descriptive statistics and Chi-square tests to examine the influence of post-training support on the implementation of CBC. The results show that instructional delivery (p=0.003) and assessment practices (p=0.032) are significantly influenced by post-training support, mainly through consistent classroom follow-up and feedback sessions. Professional growth also benefits from frequent support (p=0.008), but teacher preparation and planning are not significantly impacted by these support structures (p=0.684). These findings highlight the critical need for ongoing, structured post-training interventions to ensure effective CBC implementation. Recommendations include increasing the frequency of post-training support, enhancing classroom follow-ups for instructional and assessment improvements, and providing targeted resources for improving teacher preparation and planning. The study highlights that post-training support is essential for fostering teacher effectiveness and long-term success in CBC implementation.

Keywords: Continuous Mentorship, Peer Engagement Pedagogical Skills, Professional Growth, Support, Sustainability, Post-Training.

DOI: 10.7176/JEP/16-1-01

Publication date: January 30th 2025