An Analysis of Early Childhood Teachers’ Involvement in Competence-Based Curriculum Implementation in Kisumu Central Zone, Kenya

Abstract

This study analyzed early childhood teachers’ involvement in competence-based curriculum (CBC) implementation in Kisumu Central Zone, Kenya. Drawing on the stakeholder theory (Freeman, 1984), a descriptive research approach was utilized to assess 142 private and public teachers about their engagement in the implementation of CBC and the challenges experienced in the process. The results revealed that teachers were actively involved in CBC implementation and recognized its effectiveness. However, inadequate parental support, insufficient resources, and limited time for practical lessons presented hurdles. Recommendations include improvement in staffing, parent sensitization, emphasis on digital literacy, and communication enhancement. This study contributes insights on teacher involvement to inform CBC implementation and policy.