EXAMINING THE INFLUENCE OF HEAD TEACHERS ON MOBILIZING COMMUNITY-BASED FUNDRAISING FOR CBC IMPLEMENTATION IN KIKUYU SUB-COUNTY, KENYA

Njoroge Zipporah Wanjiru, Petronilla M. King, Reuben Mutegi Gitonga

Abstract


This study aimed to examine the influence of head teachers on mobilizing community-based fundraising for CBC implementation in Kikuyu Sub-County, Kenya. Resource Dependency Theory (RDT) guided this study. This study utilised a mixed-methods research design while combining quantitative and qualitative approaches. The study targeted a population of 21 junior secondary schools in Kikuyu sub-county. A sample of 254 participants was included in the study, encompassing 63 teachers, seven head teachers, and four education officers. Questionnaires and interview schedules were used to collect data in this study. A pilot study was conducted with a small sample of respondents drawn from a population similar to the study participants to test the reliability and validity of the research instruments. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) version 28.1. Descriptive statistics such as frequencies, percentages, means, and standard deviations were used to summarise the data. Pearson's correlation coefficient and linear regression analysis were conducted to determine the extent to which the head teachers' financial mobilisation strategies predict the successful implementation of the curriculum at a significance level of p=0.05. For qualitative data, thematic analysis was employed. Findings revealed that more than half of the teachers believed that the school community actively participates in community-based fundraising activities, with a majority acknowledging the transparency of such events. Regular fundraising events and the involvement of local businesses and leaders were also moderately endorsed, suggesting partial but growing community support. However, communication of fundraising outcomes remained weak, with only a modest proportion confirming that feedback is routinely provided. Qualitative data showed that harambees and local dialogues were organized, although the returns were often minimal due to economic constraints. The study concluded that head teachers are significant in mobilizing community-based fundraising to support CBC implementation in public junior secondary schools in Kikuyu Sub-County. Their leadership has fostered transparency, built community participation, and initiated partnerships with local leaders and businesses. The study recommended that the Ministry of Education need to institutionalize structured community fundraising frameworks by developing clear guidelines, reporting templates, and school-community engagement strategies that systematically empower head teachers to mobilize local support for CBC implementation. Also, the County/Sub-County Education Offices should regularly train head teachers on parent engagement strategies, financial communication, and community fundraising. The findings show that parental contributions increase when head teachers are proactive and accountable, yet many lack consistent support or tools to do this effectively.

 

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Keywords


community-driven fundraisers; Competency-Based Curriculum (CBC); financial resource mobilization; implementation; junior secondary schools

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i1.6455

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