An Investigation of Teachers’ Retooling Status and Its Influence on Implementation of Competency-Based Curriculum in Senior Schools in Bomet County, Kenya

This study investigated the status of teacher retooling and its influence on the implementation of the Competency-Based Education (CBE) curriculum in Senior Schools in Bomet County, Kenya. A descriptive survey research design employing mixed methods was adopted. The target population comprised 345 teachers and 32 principals, from which a sample of 185 teachers and 10 principals was selected using stratified and simple random sampling techniques. Data were collected through questionnaires and interview guides. A pilot study was conducted to establish the suitability of the research instruments, yielding a Cronbach’s alpha coefficient of 0.87, which indicated strong reliability. Content and construct validity were ensured through expert review and alignment with the study objectives. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and linear regression, while qualitative data were analyzed thematically. The findings revealed that 72.4% of the teachers had undergone CBC retooling; however, most training sessions were short-term and lacked adequate follow-up support. A significant positive relationship was established between teacher retooling and CBE implementation (r = 0.684, p < 0.05). Regression analysis further showed that teacher retooling was a significant predictor of effective CBE implementation (β = 0.684, p < 0.05), accounting for 46.8% of the variance in implementation outcomes. The study concluded that effective teacher retooling significantly enhances successful CBE implementation in Senior Schools. It therefore recommends sustained continuous professional development, extended and well-structured retooling programmes, and strengthened mentorship systems to ensure effective and sustainable curriculum implementation.

Retooling, Competency-Based Education (CBE) Curriculum, Teacher Preparedness

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