Influence of the Content of Teacher Professional Development Programmes on the Implementation of Competency-Based Education in Public Junior Schools in Matungulu Sub-County, Machakos County

The purpose of this study was to investigate influence of the content of teacher professional development programmes on the implementation of competency-based education in public junior schools in Matungulu sub-county, Machakos county. The study was anchored on the Model of Teacher Change, by Guskey. A mixed methods research approach, specifically a convergent design, was employed. The target population comprised of 84 public junior schools, 84 heads of institutions, 350 junior school teachers, two Quality Assurance and Standards Officers (QASOs), and one Sub-County Director of Education (SCDE) in Matungulu sub-county. Sample size comprised of 10 public junior schools selected using stratified and random sampling, 10 heads of institutions through criterion sampling, 2 QASOs and 1 SCDE selected using criterion purposive sampling, 91 teachers selected using simple random sampling. Data collection instruments included questionnaires for teachers, interview guides for head of institutions, QASOs, and SCDE. Data was analysed using SPSS 28 for descriptive and inferential statistics, and NVivo for thematic analysis of qualitative interview data. Findings have been presented in tables and graphs. Research instruments have been validated through face validity, and reliability ensured using Cronbach’s Alpha coefficient of 0.85. Ethical considerations were observed to protect participants’ rights, privacy, and well-being. The study found that relevant and practical professional development content improved teachers’ implementation of competency-based education. It concluded that programme content strongly influences teachers’ classroom practices. It recommended aligning professional development content with teachers’ practical needs and CBE requirements.