Relationship between Teacher Training Adequacy and Stakeholders' Dispositions towards Competence Based Curriculum Implementation in Public Junior Schools in Garissa County, Kenya

Abstract: The implementation of Kenya’s Competency-Based Curriculum (CBC) marks a significant educational reform aimed at equipping learners with practical competencies for the 21st century. However, its success hinges heavily on the dispositions of key stakeholders teachers, school administrators, and Boards of Management whose perceptions, attitudes, and satisfaction levels significantly influence policy uptake and sustainability. Therefore, the current study was set to assess the relationship between teacher training adequacy and stakeholders’ dispositions toward CBC implementation in public Junior Schools in Garissa County, Kenya. Adopting a correlational research design, the study targeted a population of 5,730 stakeholders comprising 2,865 teachers, 2,674 Board of Management (BoM) members, and 191 head teachers. Using stratified random sampling, a proportional sample of 373 respondents was selected: 187 teachers, 174 BoM members, and 12 head teachers. Data was collected through structured questionnaires for teachers and BoM members, and semi-structured interviews for head teachers. The data was analyzed using the Statistical Package for the Social Sciences version 29. The chi-square test of independence indicated a statistically significant association between teacher training adequacy and stakeholders’ dispositions towards CBC implementation in public Junior schools in Garissa, χ²(150, N = 333) = 2460.13, p < .001. The study thus recommends continuous professional development as essential for effective CBC implementation in public Junior Secondary Schools. Keywords: Competency-Based Curriculum (CBC) Implementation, Boards of Management, teacher training adequacy, stakeholders’ dispositions, Public Junior Secondary Schools