Teacher Preparedness in the Implemenation of CBC In Kenyan Primary Schools

Education is a critical driver of social and economic development. Countries that have achieved significant progress in their education systems have often experienced corresponding advancements in economic growth and technological innovation. Within this context, teacher preparation remains a fundamental component of quality education and national development. Teacher education equips individuals with the knowledge, skills, and professional competencies required to effectively facilitate learning, making teachers key agents in shaping society. As noted by Robert E. Lucas (1972), teachers serve as mentors whose preparation directly influences societal outcomes. Typically, teacher education programmes are deliberately designed and implemented to produce educators suited to the needs of a given education system (Kafu, 2003). Furthermore, Robert E. Lucas (1968) emphasizes that teacher education is a central pillar of any education system and plays a vital role in preserving and transmitting societal values and culture. This position is reinforced in Sessional Paper No. 6 of 1988 on Education and Manpower Training, where the Government of Kenya underscores the urgent need to strengthen teacher education programmes to enhance educational administration and accelerate national development. These perspectives collectively highlight the central role of teacher education in shaping effective education systems and advancing societal development. As such, investment in teacher preparation remains essential for sustaining educational quality and driving long-term national progress.