Chelagat, Loice Samoei¹, Celestine Ndanu², Rose Atoni³ 1, 2, 3 The Catholic University of Eastern Africa
The implementation of Competency-Based Education (CBE) in Kenya has introduced a shift from knowledgebased learning to a learner-centered approach that emphasizes skills, competencies, and practical application. However, despite its policy rollout, effective implementation in junior schools continues to face challenges related to school management practices. This study focused on between teacher professional development and the implementation of Competency-Based Education in junior schools? The study was anchored on Transformational Leadership Theory. The study adopted a mixed-methods convergent parallel mixed methods design, involving both quantitative and qualitative approaches. The target population included 900 teachers, 55 heads of institutions, and one Sub-County Education Officer. Data was collected using questionnaires and interview schedules. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data was analyzed thematically. The Pearson Chi-square results which were χ² (16) = 362.488 and Cramer’s V value of 0.572 indicated a statistically significant relationship between teacher professional development and the implementation of Competency-Based Education in junior schools.