A phenomenological investigation of how junior secondary school teachers in Trans-Nzoia County support learner self-reliance through the competency-based curriculum (CBC) in Kenya

Abstract

This study examines how teachers in junior secondary schools in Trans-Nzoia County, Kenya, promote learner self-reliance within the Competency-Based Curriculum (CBC). The study is informed by the critical pedagogy proposed by Paulo Freire, which emphasizes the importance of dialogue, reflection, and action as essential aspects of education that help build independence among learners. This research employs a hermeneutic phenomenological research design, targeting junior secondary school teachers in public schools of Trans-Nzoia County. To gain a rich account of the experiences of five teachers, these teachers were purposively selected to participate in in-depth, unstructured interviews. Braun and Clarke's 6-step thematic analysis was covered in the data analysis. It included familiarization with data coding, identifying themes, reviewing and naming themes, and interpreting the results. Important data can be observed, especially that teachers have encountered significant changes, such as large class sizes, resource shortages, and inadequate training. However, most of them have found a coping mechanism in the form of project-based learning, peer teaching, and utilizing community resources to foster autonomy among their students. Research shows that self-reliance in the CBC framework means constant support of teachers, institutional commitment, and the enthusiastic participation of the community. Suggestions provided include specific teacher training and a lower student-to-teacher ratio, as well as increased collaboration among schools, parents, and local communities to help develop self-reliant learners.