Addressing Quality Concerns of Domiciling Junior Schools in Primary Schools on Education in Webuye West Sub-County, Bungoma County: Kenya

Abstract

This study, conducted in Webuye West Sub-County, Bungoma County, explored the quality implications of this arrangement, focusing on teacher preparedness and the adequacy of learning facilities at the JSS level. The study addressed three key objectives: (i) to examine the capacity of teachers to implement CBC in JSS, (ii) to assess the adequacy of infrastructure and instructional resources in JSS-hosting primary schools, and (iii) to propose strategies for enhancing teacher support and learning environments. Guided by the Human Capital Theory, which emphasizes education as a driver of individual and national productivity, the study adopted a qualitative exploratory research design. Data was collected through interviews with 18 JSS teachers, 6 head teachers, and 2 education officers from the Teachers Service Commission and Ministry of Education, selected through purposive sampling. Thematic analysis was used to interpret the data. Findings revealed significant gaps in both teacher preparedness and school infrastructure. Many teachers lacked adequate CBC training and were often assigned to teach subjects beyond their specialization. Overcrowded classrooms with some exceeding 70 learners and a shortage of essential facilities such as laboratories, libraries, and ICT tools compromised effective teaching and learning. The lack of tailored spaces for practical subjects further hindered the realization of CBC goals. The study concludes that placing JSS in unprepared primary schools undermines the quality of CBC implementation. It recommends targeted investment in infrastructure, systematic teacher recruitment and development, and an urgent audit of JSS readiness across the country. These steps are essential to safeguard the integrity of CBC and support its intended learner outcomes