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

Abstract

The 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. It focused on four objectives: assessing the influence of headteachers’ provision of instructional resources, supervisory strategies, parental involvement strategies, and approaches to teacher professional development on CBC implementation. Anchored on Systems Theory and Transformational Leadership Theory, the study adopted a mixed-methods approach with a concurrent design. The target population included headteachers, teachers, and the Sub-County Quality Assurance and Standards Officer. Using purposive and simple random sampling, four public primary schools and 170 teachers were selected, with all teachers in the chosen schools forming part of the study. Data were collected through questionnaires and interviews. Quantitative data were analyzed using descriptive statistics in SPSS version 27, while qualitative data were thematically analyzed and presented in narratives. Findings revealed that instructional resources such as textbooks and curriculum designs were adequately provided, though shortages persisted in specialized materials like science kits and ICT tools essential for practical learning. Supervisory strategies, including classroom observations and feedback, were commonly practiced and improved teaching effectiveness. Parental involvement was enhanced by headteachers’ strategies, especially when learning activities utilized affordable local materials. Regarding teacher professional development, headteachers promoted workshops and training, though their impact was limited by irregular scheduling and insufficient follow-up. The study concluded that effective CBC implementation depends on strong administrative strategies by headteachers complemented by government support in staffing, resources, and curriculum enhancement to achieve a coordinated, system-wide approach.