THE RELATIONSHIP BETWEEN TEACHERS’ ATTITUDE AND THE INTEGRATION OF TECHNOLOGY IN THE IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM IN PRIMARY SCHOOLS IN KEIYO-SOUTH SUB-COUNTY, KENYA

The transformation of the education sector in Kenya through the Competency-Based Curriculum (CBC) necessitates the integration of Information and Communication Technology (ICT) in teaching. However, the role of teachers’ attitudes in this integration remains underexplored, particularly in rural settings. This study examined the relationship between teachers’ attitudes and the integration of technology in the implementation of CBC in primary schools in Keiyo-South Sub-County, Elgeyo-Marakwet County. A concurrent mixed methods design was adopted, targeting 297 teachers and 26 head teachers selected from 97 primary schools. Quantitative data were collected using questionnaires and analyzed using Pearson correlation, while qualitative data from interviews were analyzed thematically. Results revealed that there was no significant relationship between teachers’ attitude and integration of technology (r=-.111, p=.072>.05). Although many teachers expressed positive attitudes, they did not adequately apply technology in their teaching. Interviewed head teachers confirmed that positive attitudes without practical ICT application had no meaningful effect on CBC implementation. These findings suggest that while teacher attitude may be positive, real integration is hindered by infrastructural and capacity-based limitations. The study recommends leveraging teachers’ positive dispositions to enhance actual technology use through training and resource provision.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0423/a.php" alt="Hit counter" /></p>