Abstract:
This study assessed teacher preparedness in content delivery and its influence on the implementation
of the Competency-Based Curriculum (CBC) in public and private junior secondary schools in
Nyandarua North Sub-County, Kenya. The study was guided by Gross’s Curriculum Implementation
Theory and employed a correlational research design using a mixed-methods approach. The target
population comprised of 324 teachers, Heads of Institutions (HoIs), and Curriculum Support Officers
(CSOs) from selected public and private junior secondary schools. The sample size comprised of 195
individuals arrived at through purposeful sampling and random sampling technique. Data were
collected using questionnaires, interview schedules, and observation checklists. Quantitative data were
analyzed using frequencies, percentages, means, and Pearson correlation analysis, while qualitative
data were analyzed thematically. The findings revealed that teacher preparedness, measured through
professional qualifications, in-service training, subject content mastery, pedagogical competence, and
ICT integration skills, significantly influenced effective implementation of CBC. Teachers who had
received adequate CBC training demonstrated greater competence in applying learner-centered
teaching strategies and competency-based assessments. The study concluded that teacher preparedness
remains a critical determinant in successful curriculum implementation. The study recommends
strengthening continuous professional development programs, enhancing CBC-focused training, and
improving institutional support systems to equip teachers with competencies required for effective
curriculum delivery |
