Teacher Preparedness in Junior Schools in Kajiado North Subcounty

Abstract

Kenya’s successful transition to the Competency-Based Education (CBE) represents a major educational reform aimed at equipping learners with 21st-century skills such as critical thinking, creativity, and problem solving. The successful implementation of CBE at the Junior School (JS) level depends heavily on the preparedness of the hired teachers to adopt learner-centered pedagogical approaches and content delivery. Despite government efforts to recruit and train teachers for JS, concerns persist regarding their readiness to implement CBE effectively. This study assessed the level of preparedness among the JS teachers in Kajiado North Subcounty, Kenya. The objectives of the study were to (1) Assess the level of pedagogical preparedness of Junior Schools teachers and how it influences their delivery; (2) Identify existing training gaps for the Junior Schools teachers; (3) Establish the challenges faced by JS teachers in implementing CBE. The study was guided by Pedagogical Content Knowledge (PCK) theory and the concept of “self-efficacy from Social Cognitive Theory (SCT). The research employed a mixed-methods research design targeting junior schoolteachers and administrators. Data was collected from a sample of 84 teachers and 30 administrators using structured questionnaires and interviews, respectively. Quantitative data was analyzed using descriptive statistics, while qualitative responses were analyzed using a combination of thematic analysis and content analysis. Findings show that most teachers (95%) reported preparedness for CBE, yet administrators highlighted initial preparedness gaps. Technology (88%) and mentorship improved effectiveness, though curriculum complexity exceeded learners’ capacity. Misalignment persisted, with 88% citing poor training fit, 80% weak lesson design, 72% lack of specialization, and limited parental support. Teachers also faced mismatches (67%), scarce professional development (83%), and acute resource shortages (94%). The study concludes that teachers’ self-perceived preparedness contrasts with administrators’ views, revealing discrepancies in CBC readiness. Technology boosted delivery, but unequal access and low digital literacy constrained impact. Professional development remained shallow, reactive, and inconsistent. Teachers struggled with inadequate training alignment, limited resources, overcrowding, and excessive workload. Persistent shortages of materials, infrastructure gaps, and rigid curricula undermined CBC implementation, while heavy teaching demands reduced motivation and instructional quality. The study recommends embedding CBC-specific training in teacher education through institutionalized, practical, ministry-funded CPD. Curricula should integrate lesson design and specialized CBC modules, alongside structured CPD and monitoring systems. Strengthening parental sensitization, mentorship, and ICT integration can address preparation gaps. Scaling CPD, timely resource disbursement, and targeted teacher recruitment are critical for easing overcrowding, improving teacher welfare, and sustaining effective CBC implementation in junior schools.