Preparedness of Junior Schools for the Implementation of Computer Studies in Rarieda SubCounty, Siaya County, Kenya

The purpose of this study was to assess teacher preparedness for implementing computer studies in Junior Schools in Rarieda Sub-County, Siaya County, Kenya, within the context of the Competency-Based Curriculum. The study was anchored on Diffusion of Innovations Theory and adopted a mixed methods approach using convergent design whereby quantitative survey design and qualitative phenomenological design were used. Data were collected using questionnaires, interview guides, and observation guides, and were analysed using descriptive statistics and thematic analysis. The study involved 20 computer studies teachers, 1000 learners, and 20 head teachers from 20 sampled junior schools. While the credibility and dependability of qualitative tools were ascertained through member verification and peer review, the reliability of quantitative instruments was evaluated by pilot testing and measured using Cronbach's alpha coefficient of 0.7. The quantitative data obtained was analysed through the use of SPSS version 25. Descriptive statistics were then presented using tables, frequencies, and percentages. Qualitative data were presented using direct quotes. The findings of this study indicated that teachers showed confidence when utilizing digital tools, but their preparedness was constrained by insufficient opportunities for ongoing professional development, inadequate training, and inadequate technical support. This study thus recommended support for teachers with regular, curriculum-aligned, and practical ICT training in order to update their skills and improve integration, and the need for ongoing capacity building since their competencies were inadequate. Key Words: Implement; Computer Studies; Teacher Preparedness; Professional Development