Includes Appendices and References

ABSTRACT
Kenya has experienced a gradual transition from a content-focused educational framework
to a competency-based curriculum. However, transitioning to Competency-Based
Curriculum has faced many challenges, particularly at the school level. This research was
carried out to determine how school-based factors influence the implementation of
Competency Based Curriculum in junior schools. Specifically, the study evaluated the
influence of teachers' professional development, instructional materials, and school physical
resources, on implementing the Competency Based Curriculum in junior schools in North
Imenti Sub-County, Meru County. The research was guided by Adult Learning Theory,
Cognitive Load Theory, and Ecological System Theory. The study used a descriptive survey
design. The targeted schools for this research were 26 junior schools in North Imenti. The
respondents were 2 sub-county education directors, 26 head teachers, and 70 junior school
teachers. The sample size was 31. The data was collected using Questionnaires, interview
schedules, and observation checklists. The collected data was coded and entered into Excel,
where Quantitative data was analyzed using descriptive analysis. The findings were
presented in tables and charts. Qualitative data collected from interviews were analyzed
using thematic content analysis, and framework analysis was presented in narrative form.
From the findings of this study, 71% of respondent revealed that teachers’ professional
development influences implementation of CBC to a Great Extent while 29% indicated an
influence of Very Great extent. On school physical infrastructure, 70% of respondents
indicated that classrooms very greatly influenced the implementation of CBC, followed by
science laboratories with 63%, then playgrounds with 53%, ICT infrastructure with 50%,
while agricultural plots and workshop with 50% respectively. On instructional materials,
course books were rated the most influential material in the implementation of CBC with
85%, followed by teachers’ guide with 70%, then digital tools with 60% and finally teaching
aids with 45%. The study established that teachers to be trained more on subject-specific
methodologies, pedagogy, and learner assessment under CBC. Challenges identified
included irregular teacher training, limited follow-up support, especially in remote areas,
and inadequate facilities such as libraries and workshops. The study concluded that
sustained professional development, adequate learning resources, and improved
infrastructure are essential for effective CBC implementation