How Teachers Professional Development Influences the Implementation of Competence- Based Education in Comprehensive Schools in Mbeere North Sub-County, Embu, Kenya
Abstract
The study examined the influence of teachers' professional development (TPD) on the
implementation of Competence-Based Education (CBE) in public comprehensive schools in
Mbeere North Sub-County, Embu, Kenya. The following research question guided the study: In
what ways does teachers’ professional development influence the implementation of Competence-
Based Education? The study was anchored on the Organizational Readiness for Change Theory.
The target population included 98 public comprehensive schools with 1216 teachers, 4980 pupils
from Grades Seven and Eight, and 98 head teachers. Moreover, 5 Curriculum Support Officers
were also targeted. This study used both probability (Simple Random Sampling and Stratified
Random Sampling) and non-probability (Purposive Sampling) techniques to obtain a
representative sample from the target population. The sample size was 682 participants
comprising of 15 Head Teachers, 292 teachers, 370 pupils and 5 Curriculum support officers.
Questionnaire was used to collect quantitative data from teachers and qualitative data from
Curriculum Support Officers and head teachers through interview guides, and a focus group
discussion guide for pupils. Descriptive statistics summarized findings, and Pearson Product
Moment Correlation tested relationships between TPD and CBE implementation. The study
revealed that regular training, mentorship, and peer learning positively influenced CBE adoption,
although inconsistencies in training relevance, resource provision, and follow-up limited
effectiveness. It concluded that effective CBE adoption requires strengthened professional
development support, sustained mentorship, and resource facilitation by head teachers, school
boards, and the Ministry of Education.
implementation of Competence-Based Education (CBE) in public comprehensive schools in
Mbeere North Sub-County, Embu, Kenya. The following research question guided the study: In
what ways does teachers’ professional development influence the implementation of Competence-
Based Education? The study was anchored on the Organizational Readiness for Change Theory.
The target population included 98 public comprehensive schools with 1216 teachers, 4980 pupils
from Grades Seven and Eight, and 98 head teachers. Moreover, 5 Curriculum Support Officers
were also targeted. This study used both probability (Simple Random Sampling and Stratified
Random Sampling) and non-probability (Purposive Sampling) techniques to obtain a
representative sample from the target population. The sample size was 682 participants
comprising of 15 Head Teachers, 292 teachers, 370 pupils and 5 Curriculum support officers.
Questionnaire was used to collect quantitative data from teachers and qualitative data from
Curriculum Support Officers and head teachers through interview guides, and a focus group
discussion guide for pupils. Descriptive statistics summarized findings, and Pearson Product
Moment Correlation tested relationships between TPD and CBE implementation. The study
revealed that regular training, mentorship, and peer learning positively influenced CBE adoption,
although inconsistencies in training relevance, resource provision, and follow-up limited
effectiveness. It concluded that effective CBE adoption requires strengthened professional
development support, sustained mentorship, and resource facilitation by head teachers, school
boards, and the Ministry of Education.
Keywords
Competence-Based Education, Professional Development, Mentorship, Instructional Supervision, Teacher Capacity Building
Citation
Kagendo, A.D., Theodorah, M., & Wambiya, P. (2025). How teachers’ professional
development influences the implementation of competence-based education in
comprehensive schools in Mbeere North Sub-County, Embu, Kenya. Journal of Africana
Articles, 3(28), 1-21. DOI: https://doi.org/10.5281/zenodo. 17036091