Teaching Personnel Readiness and Its Relationship with the Implementation of Competency-based Education in Public Junior Schools in Ijara Sub-County, Kenya

Abstract

Competency-Based Education is an educational approach focused on ensuring that learners acquire specific skills, knowledge, and competencies that can be applied in real-life situations. The objective of this study was to assess the effect of teaching personnel readiness on the implementation of competency-based education in public junior schools in Ijara Sub-County, Kenya. This study was anchored in Resource Dependency Theory. The study used a mixed-methods research approach, and data were collected in Ijara Sub-County, Garissa County, Kenya. The target population comprised head teachers, teachers, and PA chairpersons from public junior schools in Ijara Sub-County. The study used census sampling to select all respondents: 17 head teachers, 90 teachers, and 17 PA chairpersons. Thus, the sample size was 124 respondents. Data were collected using a structured questionnaire and in-depth interviews. The validity of the questionnaire was reviewed by educational experts, and reliability was tested using Cronbach's alpha. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were presented verbatim. The study found that teaching personnel readiness had a significant effect on the implementation of competency-based education in public junior schools in Ijara Sub-County, Kenya (R² = 0.8467, F = 134.397, p < .001). Personnel capacity (β = .510, t = 10.827, p < .001), teacher collaboration (β = .219, t = 1.964, p = .050), and work conditions (β = .473, t = 4.300, p < .001) each had a positive and statistically significant effect on the implementation of CBE in public junior schools in Ijara Sub-County, Kenya. The study concludes that effective CBE implementation requires adequate and well-trained personnel, manageable workloads, teacher collaboration, and supportive working conditions. The study recommends strengthening teacher staffing and continuous CBE training, ensuring manageable workloads and supportive working conditions, and enhancing professional support, monitoring, and resource provision, particularly in marginalised areas such as Ijara Sub-County.