THE INFLUENCE OF TEACHER CHARACTERISTICS ON QUALITY IMPLEMENTATION OF COMPETENCY BASED CURRICULUM TO GRADE ONE LEARNER’S IN MBOONI EAST SUBCOUNTY, MAKUENI COUNTY, KENYA

The study sought to underscore the extent to which teacher characteristics influence quality implementation of competency-based curriculum to Grade one learner. This study was guided by the Curriculum Implementation Theory and the Technology, Pedagogy and Content (TPACK) Model. The theory postulates that the success of any education programme is determined by the management of the support facilities, the teacher’s ability and the clarity of the implementer. The model emphasizes the role of Information Communication Technology and content mastery in the implementation of any new educational programme. The study adopted a descriptive survey design and targets to collect data from a sample size of 77 respondents who will include the head teachers, the grade one teachers and the curriculum support officers from Mbooni East Sub-County, Makueni County, Kenya, using random sampling and census sampling techniques. A pilot study was done using 11 respondents from non-participating schools in the neighbouring Mwala sub-county. The questionnaire was the main research instrument but other instruments were an interview guide and an observation checklist. The researcher supervisors, who are subject experts, were used to check the validity of the research instruments while test-retest technique was used to ascertain the reliability of the questionnaire. The researcher personally collected data using the drop-and-pick method for questionnaires, conducted interviews to key informants and also filled the observation checklist. Data was analyzed using both qualitative and quantitative techniques. Qualitative data was analyzed thematically along the specific objectives and presented in narrative forms whereas the quantitative data was analyzed descriptively using frequencies and percentages with the help of Statistical Packages for Social Sciences (SPSS Version 23) and presented using tables, charts and graphs. The study recommends that the Kenya Institute for the Curriculum Development should highly involve teachers in curriculum change process to create a positive attitude among them for successful implementation of Competency Based Curriculum. The TSC should also ensure that they deploy more female teachers since they are perceived as better implementers of the curriculum in lower grades. As well Ministry of Education in partnership with the Kenya Institute of Curriculum Development and Teachers Service Commission should organize CBC trainings more often. The trainings should also be organized during school holidays. This will give teachers a chance to attend the trainings and improve their skills on the new curriculum. Ministry of Education should come up with a program of in-service training programs to ensure continuous professional development of teachers who are the curriculum implementers. Moreover, KICD should prepare soft copies of schemes of work and lesson plans for teachers in order to ease the burden