Teacher’s Perceptions on the Availability and Adequacy of Resources in the Implementation of Competency-Based Education in Junior Schools in Trans-Nzoia West Sub County, Kenya

Abstract

The transition to Competency-Based Education (CBE) in Kenya marks a significant shift from a content-heavy, exam-oriented system to a learner-centered one. This new approach requires not only well-prepared teachers but also adequate teaching and learning resources. Yet, in many schools, the sufficiency of these resources remains in question. Teachers, as the frontline implementers of the curriculum, directly shape how learners experience CBE, and their perceptions strongly influence both the delivery process and learning outcomes. In Trans-Nzoia West Sub-County, as in other parts of the country, the transition to CBE and the establishment of junior secondary schools have brought about new demands and challenges. This study examined teachers’ perceptions regarding the availability and adequacy of infrastructure and instructional resources in supporting CBE implementation. The adequacy of facilities and materials not only affects teachers’ perceptions but also determines the teaching approaches they adopt. The study was grounded in constructivist learning theory, which emphasizes student-centered learning where teachers act as mediators who organize materials and foster a supportive environment that values learners’ experiences. The study adopted a concurrent mixed methods design. The study targeted 60 junior secondary schools in Trans-Nzoia West Sub-County, comprising 288 teachers involved in CBE implementation. From this population, the study sample comprised 15 schools, including 64 teachers and 15 head teachers. Data collection involved teachers’ questionnaires and observation checklists for first-hand information. Content validity of the items was reviewed by experts, while a pilot test confirmed reliability with a Cronbach’s alpha coefficient of 0.73. Data were analyzed using descriptive statistics with the aid of SPSS version 22, while chi-square tests were applied to assess associations between categorical variables. The study found that most teachers viewed competency-based education as necessary and reported moderate competence in developing tasks aligned with CBE skills (M=3.75, SD=0.600). While teachers acknowledged applying varied lesson planning approaches (M=3.52, SD=0.676), their teaching strategies were only moderately aligned with learner-centered CBE requirements (M=3.28, SD=0.691). However, perceptions of infrastructural facilities were largely negative, with very low mean scores (M=1.86, SD=0.551), indicating dissatisfaction with available classrooms, materials, and resources for effective CBE assessment. Chi-square tests confirmed significant associations between teacher perceptions of both instructional resources (χ²=24.9, p=0.002) and infrastructural facilities (χ²=79.0, p=0.000) with CBE implementation. Therefore, to develop positive teacher perception, one of the determinants for successful implementation of CBE, adequate infrastructure and instructional materials should be prioritized. The study recommended that the government through the ministry of education should provide adequate infrastructure and instructional facilities for effective implementation of CBE.