Impact of Selected Human Resource Management Challenges on the Implementation of Competency-Based Education in Public Junior Schools in Baringo County, Kenya

Maldrine Jemutai Tallam, Henry K. Kiplangat & Fredrick B. J. A. Ngala
Department of Education, School of Education, Humanities and Social Sciences
Kabaraka University, Kenya
Email: maldrinetallam@gmail.com

Abstract: This study examined the impact of selected human resource management (HRM) challenges on the implementation of Competency-Based Education (CBE) in public junior schools in Baringo County, Kenya. CBE was introduced in Kenya in 2017 to equip learners with skills and competencies relevant to the 21st century. However, its success depended largely on effective management of human resources, particularly teacher recruitment, training, motivation, and supervision. The study adopted a descriptive research design to analyze how HRM challenges affected CBE implementation. A sample of 317 respondents, including head teachers, teachers, and sub-county directors, was drawn using stratified random sampling. Data were collected using teachers’ questionnaires and interviews guides for headteachers and Sub-county Director of Education and analyzed through descriptive and inferential statistics. The findings revealed that inadequate teacher training, weak recruitment strategies, lack of induction and continuous professional development, limited communication between teachers and policymakers, and high workloads significantly hindered effective CBE implementation. Teachers also exhibited resistance to change, partly due to insufficient preparation for the new pedagogy. Although regression analysis indicated that HRM challenges explained only a small portion of the variance in CBE implementation, qualitative data confirmed their pervasive influence on instructional quality and teacher motivation. The study concluded that addressing HRM constraints through structured training, effective recruitment, mentorship, workload rationalization, and strengthened feedback mechanisms is vital for sustaining CBE reforms. It recommended institutionalizing continuous professional development and improving teacher support systems to enhance curriculum delivery and learner outcomes.