A Comparative Study of Teachers’ Perceptions and Implementation of the Competency Based Curricula in Public and Private Primary Schools in Vihiga County, Kenya

Dennis Ndori Maluha Maluha; Caleb Mackatiani; Daniel Komo Gakunga

doi:10.53103/cjess.v6i2.473

Authors

Dennis Ndori Maluha Maluha University of Nairobi, Kenya
Caleb Mackatiani University of Nairobi, Kenya
Daniel Komo Gakunga University of Nairobi, Kenya

DOI:

https://doi.org/10.53103/cjess.v6i2.473

Keywords:

Competency-Based Curriculum, Implementation, Perception, Public and Private Schools

Abstract

Teachers’ perceptions are critical determinants of the successful implementation of Competency-Based Curricula (CBC) across diverse educational contexts. This study aimed to investigate how teachers’ perceptions influence the implementation of the Competency-Based Curriculum in public and private primary schools in Vihiga County, Kenya. It was based on Open System Theory, as advocated by Von Bertalanffy (1956). The study employed a mixed-methods approach. The total population comprised 4,995, which included 4,567 teachers, 408 head teachers, 5 Sub-County Education Officers (SCEOs), and 15 Curriculum Support Officers (CSOs). Stratified and simple random sampling techniques were used to select a sample of 456. This encompassed 368 teachers, 81 head teachers, 5 CSOs, and 2 SCEOs. Data was gathered using questionnaires, observation, and interview schedules. To enhance the validity and reliability of the study instruments, a pilot study was conducted in two private and two public schools. The study established diverse teachers’ perceptions of implementing competency-based curriculum in both public and private schools. Unlike private schools, teachers in public schools had a negative perception of implementing CBC due to a high teacher-to-learner ratio, difficulty in preparing teaching and learning materials and the adoption of digital technology, and the inability to conduct individual child interaction. The study further established a statistically significant difference in head teachers' F (5, 56) = 12.748, p < 0.05, and teachers' F (5, 258) = 36.84, p < 0.05 in public and private primary schools.

Downloads

Download data is not yet available.

References

Abel, V. R., Tondeur, J., & Sang, G. (2022). Teacher perceptions about ICT integration into classroom instruction. Education Sciences, 12(9), 609.

Africa KIX. (2021). Competency based curriculum reforms in sub Saharan Africa: Implementation status and emerging lessons. Global Partnership for Education and African Centre for School Leadership.

Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching–learning practices: A systematic review. Frontiers in Psychology, 13, Article 920317.

Akyeampong, K., Pryor, J., Westbrook, J., & Lussier, K. (2020). Teacher preparation and professional development in Africa: Reform challenges and policy implications. Teaching and Teacher Education, 92, 103044.

Arinaitwe, J., Nabaasa, D., & Namatovu, H. (2025). Teachers’ attitude and implementation of competence-based curriculum in Nyakayojo Secondary School, Nyakayojo Division, Mbarara City. Metropolitan Journal of Academic Multidisciplinary Research, 4(10), 162–174.

Awuonda, K. W., Jung, K. H., & Lee, J. H. (2023). Teachers’ perceptions of competency based curriculum implementation and government support: A mixed methods study on Grade 1 5 teachers in Homabay County, Kenya. Journal of Education and Practice, 14(9), 92–99.

Bartilol, S. J., Egesa, M. K., & Yungungu, A. (2025). The relationship between teachers’ attitude and the integration of technology in the implementation of competency-based curriculum in primary schools in Keiyo-South Sub-County, Kenya. European Journal of Education Studies, 12(11).

Cherotich, N., Kaptingei, S., & Rotumoi, J. (2023). Influence of teachers’ preparedness on implementation of competency-based curriculum (CBC) in public primary schools in Bomet East Sub-County, Kenya. International Journal of Research and Innovation in Social Science, 7(1), 241–252.

Fullan, M. (2021). Leading in a culture of change (2nd ed.). Jossey Bass.

Hansen, A. B., Heeralal, J. P., & Ndwandwe, N. D. (2025). Enhancing students’ cognitive engagement in Ghanaian higher education: Insights into the role of teacher support and student personality traits. International Journal of Educational Research, 4(1), 423.

Kenya Institute of Curriculum Development. (2020). Teacher induction and capacity building for competency based curriculum implementation. KICD.

Kihima, V. (2023). Influence of parental involvement in the implementation of competence based curriculum in early years learners in Hamisi Sub County, Vihiga County, Kenya (Unpublished Master’s thesis). University of Nairobi, Kenya.

Koros, D. P., & Achieng, S. D. S. B. (2023). Competency Based Curriculum preparedness: Perception of teachers in selected public and private primary schools in Kenya. IJRDO – Journal of Educational Research, 9(6), 6–1

Laitsch, D., Nguyen, H., & Younghusband, C. H. (2021). Class size and teacher work: Research provided to the BCTF in their struggle to negotiate teacher working conditions. Canadian Journal of Educational Administration and Policy, 196, 83–101.

Lumbasi, E. C. (2024). Teachers’ digital competence and implementation of the competency based curriculum in Kenyan primary schools (Unpublished master’s thesis). University of Nairobi.

Madete, C. R., & Nzilano, J. L. (2024). An assessment of instructional materials usage in social studies teaching: The experience of primary school teachers in Kinondoni District, Tanzania. Journal of Education and Practice, 15(12), 1–12.

Ngeno, B., Mwoma, T., & Mweru, M. (2021). Teachers’ attitude towards implementation of the competence based curriculum in primary schools in Kericho County. East African Journal of Education Studies, 3(1), 116–129.

Ngugi, L. W., & Mugo, J. K. (2021). Teachers’ preparedness and implementation of the Competency Based Curriculum in public primary schools in Kenya. International Journal of Education and Research, 9(6), 45–60.

Obuhatsa, S. D. (2020). Teacher related factors influencing implementation of Competency Based Curriculum at lower primary in Luanda Sub County, Vihiga County, Kenya (Master’s thesis). University of Nairobi.

Organisation for Economic Cooperation and Development. (2020). Curriculum analysis of the OECD future of education and skills 2030. OECD Publishing. https://doi.org/10.1787/2f692509-en

Organisation for Economic Cooperation and Development. (2023). OECD digital education outlook 2023: Towards an effective digital education ecosystem. OECD Publishing.

Otieno, S. O., Mwaniki, C. N., & Obutu, E. (2025). Influence of teacher–student ratio on teacher workload in implementation of competency-based education: A study of junior schools in Masinga Sub-County, Kenya. Journal of Popular Education in Africa, 9(9), 77–94.

Ouko, O. H. (2025). Teachers’ perceptions and implementation of the Competency Based Curriculum in pre primary schools in Migori County, Kenya. African Journal of Early Childhood Education, 7(1), 23–39.

Silas, H. D. (2020). Teacher related factors influencing implementation of Competency Based Curriculum at lower primary in Luanda sub county, Vihiga County, Kenya (Unpublished Master’s thesis). University of Nairobi, Kenya.

Tabulawa, R. (2022). Educational reform and classroom practice in Africa: Teacher agency, resistance and mediation. Comparative Education, 58(3), 321–338.

Tonkolu, S.G., & Seyoum, Y. (2024). Teachers' Perceptions and Practices of Using Instructional Materials: Evidence from Haramaya Town. East African Journal of Education Studies, 7(2), 99-111.

UNESCO. (2022). Reimagining teachers and teaching for competency based education. UNESCO Publishing.

Usman, F., Shehu, A., & Luka, L. (2025). Relationship between teacher–student ratio, teachers’ effective communication and students’ academic performance in post-basic schools in Adamawa State, Nigeria. Global Journal of Research in Education & Literature, 5(4).

Wanyama, B. W. (2025). Competency based curriculum implementation in Kenya: Progress, challenges and teacher perspectives. Journal of Curriculum and Instruction, 6(2), 14–29.