Abstract: The study assessed influence of teachers' pedagogical skills on the implementation of competence-Based Education in Junior Schools in Seme Sub-County, Kisumu County, Kenya. The study was anchored on Curriculum Implementation Theory by Gross (1971). This study adopted a mixed methods approach and convergent design. The study targeted 453 participants comprising of 332 teachers, 116 head teachers and 5 curriculum support officers in 116 Junior Secondary Schools in Seme Sub County (EMIS, 2024). The study adopted simple random and purposive sampling techniques in selecting participants. The sample size of this study was 176 participants comprising of 155 teachers, 16 head teacher and 5 CSO. Questionnaire was used to collect data from teachers and an interview guide to collect data from head teachers and CSO. The validity and reliability of instruments was tested during piloting study. The quantitative data was analyzed using descriptive statistics in SPSS. 26.0 and the results are presented in tables of frequencies and percentages while the qualitative data was analyzed using thematic analysis. Findings revealed that pedagogical competence is central to the successful implementation of CBE. Teachers with strong skills in learner-centered instruction, task design, and formative assessment were better positioned to achieve curriculum goals. However, gaps in differentiation and inclusive teaching highlighted the need for targeted professional development to strengthen teacher capacity. The study recommends enhanced teacher training systems to support and sustain effective CBE implementation in Junior Schools. 

Keywords: Teachers, Pedagogical Skills, Implementation of Competence-Based Education, Junior Schools