Teachers’ Perceptions of CBE Curriculum and Their Psychological Well-Being among Junior School Teachers in Nakuru County, Kenya
Educational reforms are a key driver of national development, reflecting the social, economic, and political priorities of a country. In Kenya, the Competency-Based Education (CBE) curriculum represents a major shift in teaching and learning, placing new demands on teachers who are central to succe...
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| Principais autores: | , , |
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| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
Utafiti Foundation
2026-04-01
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| coleção: | Research Journal of Education, Teaching and Curriculum Studies |
| Assuntos: | |
| Acesso em linha: | https://utafitionline.com/index.php/rjetcs/article/view/1666 |
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