INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 4853 www.rsisinternational.org

An Assessment of Teachers’ Self-Efficacy in the Implementation of
the Competency-Based Curriculum in Imenti North Sub-County

Public Primary Schools, Meru County, Kenya
Mucoka M. Irene., Dr. Laban Murithi Mutwiri (PhD)

Department of Education, Mount Kenya University

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000400

Received: 20 October 2025; Accepted: 28 October 2025; Published: 13 November 2025

ABSTRACT

This study assessed teachers’ preparedness for implementing the Competency-Based Curriculum (CBC) in
public primary schools in Imenti North Sub-County, Meru County, Kenya, focusing specifically on teachers’
self-efficacy. A descriptive survey design within a mixed-methods approach was employed to describe teachers’
readiness and identify factors influencing CBC implementation. The target population comprised 30 head
teachers, 80 teachers, and one Sub-County Quality Assurance and Standards Officer (SCQASO). A sample of
34 respondents was selected, representing 30.6% of the total population. Stratified random sampling selected
teachers and head teachers to ensure representativeness, while the SCQASO was purposively included for their
supervisory expertise. The sample size was deemed sufficient according to Mugenda and Mugenda’s (2003)
recommendation that 30% of a small population is adequate for descriptive studies. Data were collected through
questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis.
Instrument validity was ensured through expert review and pilot testing, and reliability was confirmed with a
Cronbach’s alpha coefficient of 0.82. The findings revealed that most teachers had adequate academic
qualifications but moderate self-efficacy, particularly in adapting to learner-centered approaches and designing
competency-based assessments. Teacher confidence significantly influenced CBC implementation, showing a
positive correlation (r = .56, p < .05) between self-efficacy and implementation success. The study concluded
that teachers’ self-efficacy is a pivotal determinant of CBC success, affecting instructional innovation,
adaptability, and learner engagement. It recommended continuous professional development, peer mentorship,
and leadership support to enhance teacher confidence and capacity. This paper contributes to the body of
knowledge on teacher preparedness and curriculum reform by highlighting the critical role of teacher self-
efficacy in competency-based education.

Keywords: Teacher Preparedness, Competency-Based Curriculum, Self-Efficacy, Pedagogical Competence,
Professional Development, Teacher Confidence.

INTRODUCTION

Education is globally recognized as a fundamental pillar for human and national development, equipping learners
with cognitive, social, and technical competencies vital for societal transformation. In the twenty-first century,
education systems are shifting from traditional, content-focused curricula toward Competency-Based
Curriculum (CBC) frameworks that emphasize learner-centered instruction, problem-solving, innovation, and
adaptability (Gouëdard, 2020). CBC models aim to produce learners capable of applying knowledge to real-
world contexts through critical thinking, collaboration, creativity, and communication.

Internationally, countries such as Finland, Singapore, and Canada have demonstrated that the success of
curriculum reforms depends significantly on teacher preparedness encompassing academic qualifications,
pedagogical competence, subject mastery, and self-efficacy (Darling-Hammond & Rothman, 2011). Finland
integrates rigorous theory with practicum experiences in teacher education, while Singapore prioritizes
continuous professional development to maintain teacher confidence and innovation. These global best practices
affirm that teachers’ confidence and professional growth are key drivers of curriculum transformation.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 4854 www.rsisinternational.org

Across Africa, similar competency-based reforms have been implemented to improve education relevance and
employability. Rwanda’s 2015 CBC introduced learner-centered pedagogies emphasizing creativity and
scientific literacy (Republic of Rwanda, 2015). In South Africa, ongoing teacher training programs have
supported the shift toward formative assessment and student engagement. Such experiences underscore that
teacher preparedness extends beyond qualifications, it encompasses confidence, adaptability, and professional
resilience.

In Kenya, the CBC was introduced in 2017 to nurture critical thinking, digital literacy, communication, and self-
efficacy among learners (Republic of Kenya, 2017). However, studies show that teacher readiness remains
uneven due to inadequate training, limited instructional resources, and uncertainty in assessment strategies
(Kaviti, 2018; Ndolo, 2018). Within Imenti North Sub-County, these challenges are intensified by rural–urban
disparities in teacher training access and school support structures.

This study draws from Constructivist (Piaget, 1936; Vygotsky, 1978) and Social Learning (Bandura, 1977)
theories. Constructivism posits that learners actively construct knowledge through experiences, requiring
teachers to facilitate knowledge connections. Bandura’s Social Learning Theory emphasizes self-efficacy
teachers’ belief in their capability to organize and execute teaching tasks as essential in motivating and guiding
learners. Teachers with strong self-efficacy are more likely to persist through challenges, adopt innovative
teaching strategies, and improve learner outcomes (Tschannen-Moran & Hoy, 2001).

Despite national efforts to strengthen teacher capacity, disparities persist in CBC implementation across Kenya
(Sossion, 2018; KICD, 2017). Understanding how teachers’ self-efficacy affects curriculum delivery is crucial
for designing sustainable professional development models. Therefore, this study examined how teachers’ self-
efficacy influences the implementation of the Competency-Based Curriculum in public primary schools in
Imenti North Sub-County, Meru County, Kenya.

METHODOLOGY

The study employed a mixed-methods approach combining quantitative and qualitative paradigms to gain a
comprehensive understanding of teachers’ self-efficacy in CBC implementation. A descriptive survey design
guided the research, allowing systematic data collection and analysis without manipulation (Mugenda &
Mugenda, 2012).

The study was conducted in Imenti North Sub-County, Meru County, a region characterized by diverse school
environments, ranging from urban to rural contexts. The area was purposively selected because it reflects
variations in teacher training, access to resources, and leadership support affecting CBC implementation.

The target population comprised 30 head teachers, 80 teachers, and one SCQASO (N = 111). A total of 34
participants were sampled, representing 30.6% of the population. The sample size was determined using the 30%
guideline (Mugenda & Mugenda, 2003), considered adequate for small-scale educational research. Stratified
random sampling ensured proportional representation of teachers and head teachers, while the SCQASO was
purposively included due to expert input.

Table 1. Sampling Frame

Population Category Target Population Sample Size Percentage (%)

Primary School Teachers 80 24 30.0

Head Teachers 30 9 30.0

SCQASO 1 1 100.0

Total 111 34 30.6

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 4855 www.rsisinternational.org

Two research instruments were used: teacher questionnaires and semi-structured interviews with head teachers
and the SCQASO. Questionnaires gathered quantitative data on self-efficacy indicators using a five-point Likert
scale, while interviews explored perceptions of confidence, motivation, and institutional support.

Instrument validation and reliability: To ensure validity, the instruments were reviewed by three education
experts from Mount Kenya University specializing in curriculum studies and educational psychology. Their
feedback guided refinement of question structure and clarity. A pilot study was conducted in two schools outside
the study area to pretest clarity and reliability. Results informed minor revisions to enhance clarity and construct
validity. Reliability analysis produced a Cronbach’s alpha coefficient of 0.82, exceeding the 0.70 benchmark
recommended by Creswell (2018), confirming high internal consistency.

Data were analyzed using descriptive statistics (means, percentages, and standard deviations) and Pearson
correlation to determine relationships between self-efficacy and CBC implementation. Qualitative data were
thematically analyzed to complement quantitative results. Ethical protocols included informed consent,
anonymity, voluntary participation, and adherence to NACOSTI research guidelines.

FINDINGS AND DISCUSSION

Response Rate

All 34 targeted participants responded, achieving a 100% response rate, which enhanced the study’s reliability
and validity (Babbie, 2020).

Table 2. Response Rate by Category of Respondents

Respondent Category Targeted Responded Response Rate (%)

Teachers 24 24 100%

Head Teachers 9 9 100%

SCQASO 1 1 100%

Influence of Teachers’ Self-Efficacy on CBC Implementation

Teachers’ self-efficacy was measured using statements assessing confidence in CBC teaching and assessment.

Statement SA (%) A (%) N (%) D (%) SD (%)

I feel confident in my ability to implement CBC successfully 37.5 29.2 16.7 8.3 8.3

I am confident that I can implement CBC in my classroom 33.3 37.5 12.5 12.5 4.2

I believe I can overcome CBC-related teaching challenges 29.2 41.7 12.5 8.3 8.3

My confidence influences how I implement CBC strategies 45.8 29.2 8.3 8.3 8.3

I believe I can positively impact student learning through CBC 41.7 33.3 8.3 12.5 4.2

Approximately 66.7% of teachers reported confidence in implementing CBC, and 70.8% expressed belief in
overcoming instructional challenges. A moderate positive correlation (r = .56, p < .05) indicated that self-efficacy
significantly influenced CBC implementation effectiveness.

Qualitative Results from Interviews

Head teachers emphasized that confident teachers demonstrate initiative, creativity, and resilience. One
respondent remarked, “Teachers who believe in themselves try out new CBC ideas.” Another added, “CBC

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 4856 www.rsisinternational.org

works better when teachers are not afraid to innovate.” A third commented, “When a teacher believes they can
handle CBC, even pupils respond with enthusiasm and curiosity.”

The SCQASO observed that self-efficacy grows through mentorship and recognition, stating, “Confidence
improves when teachers are supported and allowed to learn from each other.” These sentiments reflect Bandura’s
(1997) four constructs of self-efficacy:

 Mastery experience (successful CBC lessons that reinforce confidence)

 Vicarious experience (observing successful peers)

 Verbal persuasion (encouragement and feedback from colleagues)

 Emotional state (managing anxiety and maintaining positive emotions).

Together, these factors reinforce teachers’ motivation, persistence, and adaptability core requirements for CBC
implementation.

Table 3. Thematic summary from Interviews on Teachers’ Self-Efficacy

Theme Identified Frequency (HTs) Supporting Quotes

Confident teachers show
initiative

7/9 "Teachers who believe in themselves try out CBC ideas." –
HT E

Teacher confidence boosts
outcomes

6/9 "CBC works better when teachers are not afraid to innovate."
– HT F

Note. HT = Head Teacher.

SUMMARY CONCLUSION AND RECOMMENDATIONS

Summary

The study established that teachers’ self-efficacy plays a critical role in effective CBC implementation.
Approximately 66.7% of teachers demonstrated confidence in applying CBC principles, and 75% believed their
confidence positively influenced student outcomes. Teachers with high self-efficacy were more innovative,
adaptive, and collaborative in their teaching practices.

Conclusion

Teachers’ self-efficacy significantly influences their ability to implement the CBC effectively. Confidence in
instructional capability enhances creativity, engagement, and innovation, making self-efficacy an indispensable
factor in achieving CBC goals.

Recommendations

1. Strengthen teachers’ self-efficacy through continuous professional development, mentorship, and reflective
practice.

2. Encourage peer collaboration and feedback culture to reinforce teacher confidence.

3. Institutionalize supportive leadership frameworks that recognize and reward instructional innovation.

Suggestions for Further Research

 Conduct longitudinal studies to examine how teacher self-efficacy evolves over time.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Page 4857 www.rsisinternational.org

 Undertake comparative studies across counties to explore regional variations in teacher preparedness.

 Explore the relationship between teacher education programs and long-term CBC implementation
outcomes.

REFERENCES

1. Babbie, E. (2020). The practice of social research (15th ed.). Cengage Learning.
2. Bandura, A. (1977). Social learning theory. Prentice Hall.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
4. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.

https://doi.org/10.4324/9781315456539
5. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods

approaches (5th ed.). SAGE Publications.
6. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd

ed.). SAGE Publications.
7. Darling-Hammond, L., & Rothman, R. (2011). Teacher and leader effectiveness in high-performing

education systems. Alliance for Excellent Education and Stanford Center for Opportunity Policy in
Education.

8. Gouëdard, P. (2020). Curriculum reform and 21st century skills: Insights from OECD countries. OECD
Education Working Papers, 221. OECD Publishing. https://doi.org/10.1787/effd4a73-en

9. Greene, J. C. (2007). Mixed methods in social inquiry. Jossey-Bass.
10. Kaviti, L. (2018). The implementation of competency-based curriculum in Kenya: A critique of the

training of teachers. International Journal of Education and Research, 6(2), 221–234.
11. Kenya Institute of Curriculum Development (KICD). (2017). Basic education curriculum framework.

KICD.
12. Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in educational

contexts. International Journal of Higher Education, 6(5), 26–41. https://doi.org/10.5430/ijhe.v6n5p26
13. Ministry of Education. (2021). Report on the status of CBC implementation in Kenya. Government

Printer.
14. Muchira, F. (2023). Teachers’ self-efficacy and implementation of competency-based curriculum in

Kenyan primary schools. Journal of Education and Practice, 14(4), 45–56.
15. Mugenda, O. M., & Mugenda, A. G. (2003). Research methods: Quantitative and qualitative approaches.

Acts Press.
16. Ndolo, M. (2018). Challenges facing teachers in implementation of competency-based curriculum in

Kenya. Journal of Education and Practice, 9(29), 12–19.
17. Njoroge, C., Githinji, C., & Wambugu, P. (2020). Teacher preparedness and implementation of the

competency-based curriculum in Kenyan public primary schools. African Journal of Education and
Practice, 6(1), 35–48.

18. Ogondieck, A. (2005). The Tanzanian experience with curriculum reform. Journal of Educational
Change, 6(3), 267–285.

19. Republic of Kenya. (2017). Basic education curriculum framework. Kenya Institute of Curriculum
Development.

20. Republic of Kenya. (2020). Education sector report. The National Treasury and Planning.
21. Republic of Rwanda. (2015). Competence-based curriculum framework for basic education. Rwanda

Education Board.
22. Sossion, W. (2018, May 23). CBC implementation faces challenges. Daily Nation. https://nation.africa
23. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching

and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
24. Velthuis, C., Fisser, P., & Pieters, J. (2014). Teacher training and pre-service teachers’ self-efficacy for

science teaching. Journal of Science Teacher Education, 25(4), 445–464. https://doi.org/10.1007/s10972-
013-9363-y

25. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard
University Press.