Teachers’ Perspectives on Career Guidance and Development Training in Kenya: Implications for Competency-Based Education Implementation
DOI:
https://doi.org/10.70619/vol6iss3pp62-77-826Keywords:
Career guidance and development, teachers, competency-based education, professional development, KenyaAbstract
The implementation of Kenya’s Competency-Based Education (CBE) has intensified the demand for effective career guidance in both junior and senior schools. Teachers play a central role in supporting learners’ career planning and transitions; however, their preparedness for this responsibility remains unclear. This study examined teachers’ awareness, participation, perceived value, barriers, and motivators related to Career Guidance and Development (CGD) training in Kenya. Using a mixed-methods approach, data were collected from 149 junior and senior school teachers across 35 counties. Descriptive analysis revealed high awareness of CGD training (73%) but low participation, with over half of respondents having received no formal CGD training. Most teachers reported limited knowledge of CGD despite overwhelming agreement on the need for such training. Key barriers included training costs, lack of recognition by the Teachers Service Commission (TSC) and Ministry of Education, workload-related time constraints, and limited institutional support. Major motivators for enrollment were prospects of promotion, improved remuneration, and the opportunity to positively influence learners’ career outcomes. Teachers expressed strong interest in CGD qualifications, particularly short-term micro-credentials delivered through blended or online modalities. The study concludes that while demand for CGD training is substantial, systemic barriers constrain participation. Policy alignment, institutional recognition, flexible training pathways, and financial support mechanisms are essential for sustaining teacher engagement in CGD and strengthening learner transitions under CBE.
References
Alloph, J. M., & Msonge, E. (2023). Challenges facing teachers in providing career guidance services to secondary school students in Magu District, Tanzania. East African Journal of Education Studies, 6(2), 171–181.
Baltar, F., & Brunet, I. (2012). Social research 2.0: Virtual snowball sampling method using Facebook. Internet Research, 22(1), 57–74. https://doi.org/10.1108/10662241211199960
Bantwini, B. D. (2019). Developing a culture of collaboration and learning among natural science teachers as a continuous professional development approach in a province in South Africa. Teacher Development, 23(2), 213–232. https://doi.org/10.1080/13664530.2018.1533491
Bersan, O. S., Lustrea, A., Sava, S., & Bobic, O. (2024). Training teachers for the career guidance of high school students. Education Sciences, 14(3), Article 289.
Cochran, W. G. (1977). Sampling techniques (3rd ed.). John Wiley & Sons.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Hooley, T., Neary, S., & Dodd, V. (2024). Analyzing teachers’ competencies in career guidance: A systematic review. Frontiers in Education, 9, Article 1488662.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
Özdemir, M., & Kılıç, A. (2025). Barriers to the professional development of teachers working in public schools. Humanities and Social Sciences Communications, 12, Article 209.
Otwine, A. T., Matagi, L., Kiweewa, J. M., & Ainamaani, H. E. (2022). Efficacy of career guidance and counselling among secondary schools in Uganda. African Journal of Career Development, 4(1), Article a55.
Richter, D., Kleinknecht, M., & Gröschner, A. (2019). What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities. Teaching and Teacher Education, 86, 102929. https://doi.org/10.1016/j.tate.2019.102929
Sarah, T., Taarsila, & Paul, P. (2019). How career guidance services affect career choice among public secondary school students in Meru County, Kenya. African Journal of Emerging Issues, 1(8), 1–13.
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE Publications.
Wong, L. P. W., Yuen, M., & Chen, G. (2021). Career-related teacher support: A review of roles that teachers play in supporting students’ career planning. Journal of Psychologists and Counsellors in Schools, 31(1), 130–141.
