The Competence of Trainers in the In-Service Training Institutions and the implementation of the Competence Based Education in Meru County, Kenya

Abstract

Effective teacher professional development is essential for implementing curriculum reforms. This study examined the role of trainer competence on the effectiveness of in-service training for Grades 1–6 teachers in Meru County, Kenya. The study was guided by the proposed Arifin and Roziah’s Vocational Teacher Competencies Model of 2017. A convergent mixed-methods design using the parallel-databases variant was adopted. The quantitative strand employed a cross-sectional survey, while the qualitative strand used a phenomenological design. The target population comprised 310 public primary schools, 89 private schools, 3,070 public-school teachers, and 380 private-school teachers. The sample consisted of 307 public-school teachers, 38 private-school teachers, 31 public-school head teachers, and nine private-school head teachers. Schools were selected through stratified proportional random sampling, teachers through simple random sampling, and head teachers through automatic inclusion. Data were collected using structured questionnaires and head-teacher interviews. Qualitative credibility and dependability were enhanced through triangulation, systematic thematic coding, consistent procedures, and participant quotations. Quantitative data were analyzed using descriptive and inferential statistics, including correlation and regression analyses, while qualitative data underwent thematic content analysis. The two datasets were integrated during interpretation. Findings showed that trainers were generally competent, particularly in subject mastery, although weaknesses remained in practical demonstration and responsiveness. The study concludes that trainer competence significantly influenced the effectiveness of CBE in-service training. Most trainers possessed reasonable subject knowledge and communication skills, but competence in practical demonstration, answering questions, modelling assessment, and adapting content to classroom realities was uneven. It was recommended that, teacher education institutions should embed CBE principles, learner-centred pedagogy, competency-based assessment, ICT integration, and practical teaching in initial teacher preparation. Newly qualified teachers should enter the profession with a foundation that reduces dependence on remedial induction.