An Assessment of Teachers’ Self-Efficacy in the Implementation of the Competency-Based Curriculum in Imenti North Sub-County Public Primary Schools, Meru County, Kenya

Abstract

This study assessed teachers’ preparedness for implementing the Competency-Based Curriculum (CBC) in public primary schools in Imenti North Sub-County, Meru County, Kenya, focusing specifically on teachers’ self-efficacy. A descriptive survey design within a mixed-methods approach was employed to describe teachers’ readiness and identify factors influencing CBC implementation. The target population comprised 30 head teachers, 80 teachers, and one Sub-County Quality Assurance and Standards Officer (SCQASO). A sample of 34 respondents was selected, representing 30.6% of the total population. Stratified random sampling selected teachers and head teachers to ensure representativeness, while the SCQASO was purposively included for their supervisory expertise. The sample size was deemed sufficient according to Mugenda and Mugenda’s (2003) recommendation that 30% of a small population is adequate for descriptive studies. Data were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. Instrument validity was ensured through expert review and pilot testing, and reliability was confirmed with a Cronbach’s alpha coefficient of 0.82. The findings revealed that most teachers had adequate academic qualifications but moderate self-efficacy, particularly in adapting to learner-centered approaches and designing competency-based assessments. Teacher confidence significantly influenced CBC implementation, showing a positive correlation (r = .56, p < .05) between self-efficacy and implementation success. The study concluded that teachers’ self-efficacy is a pivotal determinant of CBC success, affecting instructional innovation, adaptability, and learner engagement. It recommended continuous professional development, peer mentorship, and leadership support to enhance teacher confidence and capacity. This paper contributes to the body of knowledge on teacher preparedness and curriculum reform by highlighting the critical role of teacher self-efficacy in competency-based education.