| In recent years, many Sub-Saharan African countries have adopted competency-based education reforms to enhance the relevance and quality of schooling and align with global development goals. This study explored the lived experiences of teachers implementing CBC at the Junior Secondary School (JSS) level, offering grounded insights into the strengths and challenges of the reform from an educator’s perspective. The study utilized a phenomenological approach to explore the teachers’ experiences due to its strength in acknowledging that only those directly involved can meaningfully articulate the complexity of such reforms. The study targeted 15 teachers in schools—public and private—across three diverse Kenyan counties: Nairobi (urban), Murang’a (rural), and Samburu (arid/semi-arid). The qualitative data was transcribed, coded using NVivo, and analyzed thematically. Findings revealed that most teachers had a clear conceptual grasp of CBC’s learner-centered approach and core competencies, such as creativity, digital literacy, and critical thinking. Teachers acknowledged the curriculum’s potential to transform education by engaging learners in real-world, hands-on activities and nurturing holistic growth. Many reported adopting learner-centered methods such as group work, inquiry-based learning, and the use of digital tools in classrooms. They also appreciated the shift toward recognizing learners’ diverse abilities. However, implementation was constrained by limited teaching resources, insufficient ICT infrastructure, inadequate training, and heavy workload. Teachers also expressed concern over students transitioning to JSS without foundational competencies, which compromised effective learning. Furthermore, they faced strained relations with school administrators, coupled with performance pressure. In conclusion, this study highlights the critical perspectives of teachers at the forefront of curriculum reform. While the CBC vision is broadly embraced, its effective realization depends on addressing several structural and systemic gaps. These include resource availability, teacher workload, and teacher professional development. Policymakers and education stakeholders must acknowledge that successful implementation cannot rest solely on curriculum design but must equally invest in teacher capacity, infrastructure, and inclusive planning. Key words: Competency-Based Curriculum, Junior Secondary School, Teacher Experiences |
