Teachers’ Self-Efficacy in ICT and Its Influence on the Implementation of CBE in Public Primary Schools in Bomet County, Kenya

Abstract

The integration of Information and Communication Technology (ICT) is pivotal in the successful implementation of Competency-Based Education (CBE) curriculum in Kenya. This study examined the relationship between teachers’ self-efficacy in ICT and the implementation of CBE curriculum in Public Primary Schools in Bomet County. It also sought to determine whether ICT self-efficacy predicts CBE implementation after controlling for demographic variables such as teaching experience, gender, and ICT training. As such, a descriptive correlational research design was adopted. The study sampled 200 teachers from the five sub-counties using stratified random sampling. Data were collected using a structured questionnaire, with an overall reliability coefficient of 0.87 for both sections. Analysis was conducted using SPSS Version 26, including descriptive statistics, Pearson’s correlation, and multiple regression. The results revealed a significant positive correlation between teachers' self-efficacy in ICT and CBE implementation (r = 0.58, p < 0.001). Multiple regression analysis indicated that ICT self-efficacy significantly predicted CBE implementation (β = 0.524, p < 0.001) even after controlling for demographic factors. The study concludes that enhancing teachers’ ICT self-efficacy is crucial for effective CBE implementation. It recommends targeted ICT training, mentorship programs, and supportive institutional policies that enhance teachers’ digital confidence.