ORCID: 0009-0007-8040-6770

Lydia Wamocha – Department of Educational Planning and Management.
Masinde Muliro University of Science and Technology.

ORCID: 0000-0002-5405-347X

Epari Ejakait – Department of Educational Planning and Management
Masinde Muliro University of Science and Technology.

ORCID: 0000-0003-3895-9623


Email: Chebitoktheresa02@gmail.com

Abstract: Globally, teacher retooling is recognized as an important strategy for improving classroom instructional effectiveness through continuous professional development. The Teachers Service Commission (TSC) introduced the Teacher Professional Development (TPD) framework to enhance teachers’ instructional competencies. However, concerns remain regarding differences in the extent to which retooled and non-retooled teachers effectively deliver curriculum content in junior schools. In Kakamega North Sub-County, reported inconsistencies in classroom instruction have raised questions about whether teacher retooling translates into improved content delivery. This study therefore sought to compare the content delivery effectiveness of retooled and non-retooled junior school teachers in Kakamega North Sub-County, Kenya. The study was anchored on Constructivist Learning Theory. An ex post facto research design was adopted. The target population comprised 864 junior school teachers in public schools in Kakamega North Sub-County, from whom a sample of 273 teachers was selected using simple random sampling. Data were collected using a structured questionnaire to establish teachers’ retooling status and a standardized classroom observation schedule adapted from the Teacher Performance Appraisal and Development (TPAD) tool to assess content delivery effectiveness. The findings indicated that retooled junior school teachers demonstrated significantly higher content delivery effectiveness than their non-retooled counterparts (F = 21.67, p < .001). The findings suggest that teacher retooling contributes to improved delivery of curriculum content under the CBC. The study recommends strengthening teacher professional development, follow-up support, and continuous monitoring to enhance the translation of retooling into effective classroom practice.