http://repository.must.ac.ke/handle/123456789/17 Mon, 13 Apr 2026 11:47:16 GMT 2026-04-13T11:47:16Z http://repository.must.ac.ke/handle/123456789/1571 Effects of Teacher Professional Development on Implementation of Competency-Based Curriculum in Junior Schools in North Imenti Sub-County, Meru County Ireri, Christabel Wegoki; Njagi, Kageni; Njati, Ibuathu C. Kenya is experiencing a gradual transition from a content-focused education (8-4-4) to a competency-based curriculum (2-6-3-3-3). However, teachers have insufficient pedagogical preparedness and lack comprehensive content knowledge for a competency-based curriculum. This research examined the effects of teacher professional development on implementing the competency-based Curriculum in junior secondary schools in North Imenti, Meru County. The study's objectives were to evaluate how enhancements in professional development, particularly in pedagogical skills, could facilitate the successful implementation of CBC. The literature review synthesizes existing studies on competency-based education, focusing on aligning teacher professional development with curriculum demands. The study used a descriptive survey design. The target population comprised 26 junior schools in North Imenti Sub-County, Meru County. The respondents were two sub-county education directors, 26 head teachers, and 70 junior school teachers. Through stratified sampling, the sample size was 31 Respondents, that is, eight head teachers, 21 teachers, and two sub-county directors of education. The data was collected using Questionnaires, interview schedules, and observation checklists. The findings indicated that most junior school teachers (95%) had undergone professional development in implementing a competency-based curriculum. The study concluded that Teacher Professional Development is essential for equipping teachers with the necessary skills and knowledge for the effective implementation of a Competency-Based Curriculum. The study recommended the development of continuous, competency-focused professional development initiatives that address these critical areas of instructional methodologies. Mon, 01 Jan 2024 00:00:00 GMT http://repository.must.ac.ke/handle/123456789/1571 2024-01-01T00:00:00Z http://repository.must.ac.ke/handle/123456789/1566 Role of Teaching Practice in Fostering Student Teachers’ Self-efficacy Omae, Hilda Nyougo; Njagi, Kageni This study investigated the effect that teaching practicum has on the self-efficacy of student teachers in secondary schools. When student teachers enter the workplaces as interns, they are faced with the daunting task of embracing their roles as teachers while at the same time maintaining their connection with the university as learners. A descriptive research design was employed and quantitative data was collected using pre-and post-questionnaires. The study targeted all (130) fourth-year students on teaching practice from the Bachelor of Science in Education and Bachelor of Science in Agricultural Education programs at a public university in Kenya. The teacher interns were placed in all types of secondary schools’ country-wide; urban, rural, boarding and /or day schools, single-sex, and co-ed schools. Seventy two (72) student teachers answered the surveys, giving a response rate of 55.4%. Preliminary results indicated that on average, student teachers had a high sense of self-efficacy. Three quarters of the respondents strongly disagreed that they generally felt as failures at all times. A similar proportion (70.8%) had a positive attitude about themselves and nearly two thirds (62.1%) strongly disagreed that they felt useless at times. Most of the students (95.8%), were, on the whole satisfied with themselves. This strong sense of self belief goes a long way in helping student teachers transition into the profession. Further, the study found that teaching practice improved student teachers’ confidence in lesson presentation, and a number were able to create and facilitate effective teaching and learning environments for all students Wed, 01 Jan 2025 00:00:00 GMT http://repository.must.ac.ke/handle/123456789/1566 2025-01-01T00:00:00Z http://repository.must.ac.ke/handle/123456789/1522 Eco-Literacy and Climate Action in the Primary School Curriculum in Kenya Gichuru, Tirus M.; Thuranira, Mercy N. The 21st-century schools should create graduates who are deeply connected, responsible, and knowledgeable on climate matters. Whereas the United Nations’ Sustainable Development Goals (SDGs) intend to limit climate change, the role of children in achieving the desired outcome remains indeterminate. Children ought to understand how nature works as a system. Embedding eco-literacy in the educational framework cultivates a generation of people who appreciate how nature works. It also equips learners with relevant knowledge, skills, attitudes and values that sustainably care for our planet. The Kenyan government has been implementing a policy of free and compulsory basic education for all children guided by the principle of universal access to education for every child, as enshrined in article 53, 1(b) of the Constitution of Kenya of 2010. The policy creates an opportunity for every child in Kenya to be eco-literate. The study aimed to examine the curriculum designs for pre-primary and lower primary Education in Kenya to promote ecological and environmental literacy. Therefore, this paper discusses the role of eco-literacy in nurturing the young generation towards climate action. It underpins the role of children by evaluating numerous learning areas in the environment entrenched in the curriculum designs. A descriptive design was employed in the study. The study relied heavily on the curriculum designs for pre-primary and lower primary schools available on the Kenya Institute of Curriculum Development’s website. The paper concludes that creating an eco-literate young generation through the school curriculum is the most potent and sustainable way of mitigating the impact of climate change, now and in the future. In addition, curriculum designs have greatly promoted eco-literacy among children in Kenya. Tue, 13 May 2025 00:00:00 GMT http://repository.must.ac.ke/handle/123456789/1522 2025-05-13T00:00:00Z http://repository.must.ac.ke/handle/123456789/887 Demystifying the Use of Information Communication Technology in Teaching and Learning in Day Secondary Schools Ibuathu, C. Njati; Kimani, Joseph W. In recent years, the impact of information communication technology (ICT) on education and society, in general, has grown substantially and therefore it’s considered the main enabler of achieving Vision 2030 and sustainable development goals (SDGs). This study sought to demystify the use of ICT in teaching and learning in day secondary schools. The specific objectives were to: find out the resources mobilized by boards of management; determine the status of ICT usage and establish the merits of ICT in the teaching/learning and running of day secondary school activities. The study employed cross-sectional survey design to randomly sample 22 principals of secondary schools and teachers. The study established that majority of the teachers had a smart phone that was compatible with ICT and internet facilities and; that the wi-fi internet connectivity in schools was limited to principal’s office only and linked with closed circuit television (CCTV) cameras to secure the school against intruders. It concluded that ICT promotes studentcentered learning, helps in cooperative learning, promotes higher-order thinking and problem-solving, and improves the effectiveness and efficiency of school management. The study recommends that schools board of management and parents association work together to consolidate resources to equip their schools with ICT facilities. Sun, 01 Jan 2023 00:00:00 GMT http://repository.must.ac.ke/handle/123456789/887 2023-01-01T00:00:00Z