Challenges Faced by Teachers in the Uptake of In-Service Training and the Implementation of the Competence Based Education in Meru County, Kenya

This study examined challenges faced by teachers in the uptake of in-service training for implementation of the Competence Based Education in Meru County, Kenya. The study was guided by David Kolb’s (1984) Experiential Learning Theory (ELT). A convergent mixed-methods design using the parallel-databases variant was adopted. The quantitative strand employed a cross-sectional survey, while the qualitative strand used a phenomenological design. The target population comprised 310 public primary schools, 89 private schools, 3,070 public-school teachers, and 380 private-school teachers. The sample consisted of 307 public-school teachers, 38 private-school teachers, 31 public-school head teachers, and nine private-school head teachers. Schools were selected through stratified proportional random sampling, teachers through simple random sampling, and head teachers through automatic inclusion. Data were collected using structured questionnaires and head-teacher interviews. Qualitative credibility and dependability were enhanced through triangulation, systematic thematic coding, consistent procedures, and participant quotations. Quantitative data were analyzed using descriptive and inferential statistics, including correlation and regression analyses, while qualitative data underwent thematic content analysis. Inadequate funding, technology, infrastructure, and instructional materials constrained implementation. Although school leadership was supportive, it could not overcome systemic school resources shortages. This study concludes that, that uptake should not be understood merely as attendance at training. It also includes teachers’ ability, motivation, opportunity, and institutional capacity to apply acquired competencies. Financial shortages, inadequate materials, weak ICT infrastructure, unsuitable facilities, time pressures, workload, limited parental support, and inadequate subject expertise restricted classroom application. Recommendations were suggested to the Teachers Service Commission to integrate CBE professional development into the national teacher-development and career-progression framework for consideration in resource mobilization. Key Words: Challenges; Teachers; In-Service Training; Implementation; Competence Based Education