INFLUENCE OF HEADTEACHERS’ ADMINISTRATIVE STRATEGIES ON THE IMPLEMENTATION OF COMPETENCE-BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS, IN KAJIADO NORTH SUB-COUNTY, KENYA

Jacinta Muthini, Margaret Aringo, Lucy Ngundo

Abstract


This study examined the influence of headteachers’ administrative strategies on the implementation of the Competence-Based Curriculum (CBC) in public primary schools in Kajiado North Sub-County, Kenya. The objectives were to assess the influence of headteachers’ provision of instructional resources and their supervisory strategies on CBC implementation. The study was guided by the Systems Theory and Transformational Leadership Theory. A mixed-method approach using a concurrent research design was employed to collect both qualitative and quantitative data. The target population included headteachers, teachers, and the Sub-County Quality Assurance and Standards Officer from all public primary schools. Four schools and 170 teachers were selected through simple random and purposive sampling, while all teachers in the sampled schools, the four headteachers, and the QASO were studied. Data collection tools included questionnaires and interview guides. Quantitative data were analyzed using descriptive statistics with SPSS version 27, and results were presented in tables, bar graphs, and pie charts. Qualitative data were organized into themes and presented through narratives and direct quotes. The findings revealed that while basic instructional resources like textbooks and curriculum designs were adequately provided, shortages persisted in specialized materials such as science kits and ICT tools essential for practical learning. Supervisory strategies, including classroom observations and constructive feedback, enhanced teaching effectiveness. The study concluded that successful CBC implementation relies on effective administrative leadership supported by adequate staffing, resources, and curriculum enhancement. It is recommended that headteachers institutionalize structured collaborative lesson planning and organize professional development activities addressing real classroom challenges.

 

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headteachers’ administrative strategies, competence-based curriculum implementation, instructional resources, supervisory strategies

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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6345

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