Effects of Teacher Professional Development on Implementation of Competency-Based Curriculum in Junior Schools in North Imenti Sub-County, Meru County

Kenya is experiencing a gradual transition from a content-focused education (8-4-4) to a competency-based curriculum (2-6-3-3-3). However, teachers have insufficient pedagogical preparedness and lack comprehensive content knowledge for a competency-based curriculum. This research examined the effects of teacher professional development on implementing the competency-based Curriculum in junior secondary schools in North Imenti, Meru County. The study’s objectives were to evaluate how enhancements in professional development, particularly in pedagogical skills, could facilitate the successful implementation of CBC. The literature review synthesizes existing studies on competency-based education, focusing on aligning teacher professional development with curriculum demands. The study used a descriptive survey design. The target population comprised 26 junior schools in North Imenti Sub-County, Meru County. The respondents were two sub-county education directors, 26 head teachers, and 70 junior school teachers. Through stratified sampling, the sample size was 31 Respondents, that is, eight head teachers, 21 teachers, and two sub-county directors of education. The data was collected using Questionnaires, interview schedules, and observation checklists. The findings indicated that most junior school teachers (95%) had undergone professional development in implementing a competency-based curriculum. The study concluded that Teacher Professional Development is essential for equipping teachers with the necessary skills and knowledge for the effective implementation of a Competency-Based Curriculum. The study recommended the development of continuous, competency-focused professional development initiatives that address these critical areas of instructional methodologies.