Asian Journal of Education and Social Studies

Background & Purpose: The successful enactment of Kenya’s Competency-Based Curriculum (CBC) heavily depends on teacher readiness. This study evaluated teacher preparedness for CBC implementation in Junior Schools across the Upper Eastern Region of Kenya, through a comparative analysis of public and private institutions.

Methodology: A mixed-methods research design was adopted, targeting Head Teachers, Teachers, Parents Association Chairpersons, and County Quality Assurance and Standards Officers (CQASOs). Quantitative data were collected from 372 respondents (n = 240 public, n = 132 private) using structured questionnaires, while qualitative insights were gathered through key informant interviews. Data were analysed using descriptive statistics, cross-tabulations, Chi-square tests of independence, and sector-differentiated linear regression models.

Key Findings: The overall status of CBC implementation was moderately high (M = 3.77, SD = 0.98). However, designing authentic competency-based assessments emerged as the primary pedagogical challenge (M = 3.68). Inferential testing revealed a statistically significant association between school type and teacher preparedness, X²(2, N = 372= 11.283, p = .004, with 64.9% of private school teachers exhibiting high preparedness compared to 35.3% in public schools. Linear regression confirmed teacher preparedness as a significant predictor of CBC implementation fidelity (R² = .412, β = 0.684, p < .001). Sectoral regression demonstrated stronger explanatory power in private schools (R² = .510, β = 0.768) than in public schools (R² = .338, β = 0.592), reflecting structural constraints in public institutions.

Recommendations: The study recommends transitioning from short-term cascade training to continuous, school-embedded mentorship, prioritising equitable infrastructure provision in public schools, and institutionalizing supportive quality assurance audits to close the public-private implementation divide.