Influence of Headteachers Roles on Implementation of Competence based Curriculum in Public Primary Schools in Likoni Sub-County, Mombasa County, Kenya

Abstract

In Likoni Sub-County public elementary schools, this study aimed at ascertaining how the head teacher’s responsibilities affect the implementation of the competency-based curriculum. Its specific objectives were to examine the influence of the head teachers role on provision of teaching and learning resources on CBC implementation; to assess the influence of the head teachers role of ensuring trained personnel through BOM on CBC implementation in Likoni Sub County public primary schools. The participatory leadership theory and the contingency theory of leadership were the theories that are directing the study. The research employed a descriptive survey study methodology. 17 public primary school head teachers, 129 classroom teachers, and 68 members of the board of management committee, totaling 214, were the sample size. Basic random sampling and purposeful sampling was utilized. A survey was used to gather data. In order to guarantee the study instruments about their reliability, 30 respondents were selected randomly and issued with the questionnaires. The scores from their responses were analyzed by using SPSS version 28. Cronbach’s coefficient alpha determined inside consistency. Additionally, the researcher conducted a test-retest on the piloted questionnaire. The questionnaires were checked and rechecked, adjusted where necessary and all missteps were wiped out. After being collected data was tabulated and analyzed with the use descriptive statistics using SPSS version 28. The following model, Y =B0+B1X1+B2X2+B3X3+B4X4+e, was used by applying correlations and regression analysis to examine the impact of the independent variables on the dependent variable. Confidentiality, informed permission, privacy, and anonymity are among the ethical criteria for this investigation. The study’s findings reveal the critical importance of several factors in CBC implementation, including the availability of teaching and learning resources, the presence of trained personnel, the adequacy of infrastructure, and effective monitoring and evaluation mechanisms. These factors, in conjunction with the leadership of headteachers, play a pivotal role in shaping the quality of CBC delivery. The successful implementation of CBC is a dynamic process that requires harmonious synergy between various factors and the leadership of headteachers. This study offers insights into the multifaceted nature of CBC implementation and its resonance with international research. It highlights the significance of resource allocation, personnel development, infrastructure enhancement, and monitoring and evaluation in CBC success. Based on the findings, the study provides actionable recommendations for policymakers, school administrators, and stakeholders to enhance CBC implementation. These recommendations encompass resource allocation and enhancement, professional development, infrastructure enhancement, monitoring and evaluation, leadership and management, research and innovation, and stakeholder engagement.