Teachers’ Professional Development on ICT and Implementation of CBE in Primary Schools in Keiyo South Sub County, Elgeyo-Marakwet County, Kenya

Salina Bartilol
School of Education, Moi University
Eldoret, Kenya
Email: sbartilol@gmail.com

Abstract: The effective implementation of Competency-Based Education (CBE) demands teachers to possess adequate digital competencies supported through continuous professional development. This paper evaluates the relationship between teachers’professional development on Information and Communication Technology (ICT) and the implementation of CBE in public primary schools in Keiyo South Sub-County, Kenya. The paper was anchored on Human Capital Theory and embraced a concurrent embedded mixed methods design, with quantitative data complemented by qualitative evidence. A sample of 297 teachers was selected using proportionate sampling based on the Krejcie and Morgan sample size table, while 26 head of institutions were purposively selected for interviews. Data were collected using teacher questionnaires and head teacher interview schedules. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed through content analysis. Results revealed a moderate level of ICT professional development among teachers. Teachers reported strong pre-service computer skills and confidence in operating laptops but limited participation in internet-based and in-service ICT training. Qualitative findings indicated that teachers with prior ICT exposure demonstrated greater confidence in integrating technology into classroom instruction, whereas inadequate internet connectivity and limited training opportunities constrained ICT integration. There was a statistically significant positive relationship between teachers’ ICT professional development and CBE implementation (r = 0.403, p<0.001). It is concluded that continuous, practical ICT professional development enhances teachers’ capacity to implement CBE effectively. The Ministry of Education and Teachers Service Commission institutionalise regular hands-on ICT training, complemented by school-based mentoring and peer coaching, to strengthen technology integration in competency-based classrooms.