Teachers' Preparedness for Competency-Based Curriculum Delivery in Secondary Schools in Kaduna State, Nigeria

Abstract

Competency-based curriculum (CBC) delivery has emerged as a critical paradigm in global 
education reform, shifting pedagogical emphasis from content transmission to the holistic 
development of learners' skills, values, and knowledge. Yet, its successful implementation is 
contingent on the readiness of teachers who serve as the primary agents of curriculum 
enactment. This quantitative descriptive survey examined teachers' preparedness for CBC 
delivery in Kaduna State secondary schools across three dimensions: awareness of CBC 
principles, availability of instructional materials, and attitudes towards CBC delivery. A 
stratified random sample of 384 secondary school teachers drawn from the three senatorial 
districts of Kaduna State constituted the study participants. Data were collected using a 
validated, researcher-designed questionnaire titled "Teachers' Preparedness for 
Competency-Based Curriculum Delivery Scale" (TPCBCDS), with a reliability coefficient of 
0.84 obtained through Cronbach's alpha. Descriptive statistics (mean and standard 
deviation) were used to answer the research questions, while independent samples t-test, one
way ANOVA with post-hoc comparisons, and Pearson product-moment correlation were 
employed to test the null hypotheses and explore inter-dimensional relationships at a 0.05 
level of significance. Findings revealed that teachers demonstrated a low level of awareness 
of CBC principles; instructional materials and resources were grossly inadequate; and 
teachers held moderately positive attitudes towards CBC delivery. Significant differences 
were found in awareness and resource availability across school locations (urban vs. rural) 
and across the three senatorial districts, while no significant gender difference existed in 
teachers' attitudes. A significant positive correlation was found among all three preparedness 
dimensions. The study recommends intensive in-service training, procurement of CBC
aligned instructional resources, and a sustained policy framework to support CBC 
implementation in Kaduna State secondary schools.