Publication:

School dynamics affecting effective implimentation of the competency-based curriculum among pre-primary schools in Kilifi county , Kenya

Competency-based curriculum (CBC) implementation in the Kenya primary schools has faced various challenges. This is because numerous variables within schools may not support its implementation. Though school dynamics can improve or hinder CBC implementation at the pre-primary school level, the relationship between these variables is yet to be studied in Kilifi County creating the need for the present research. The purpose of the study was to investigate the school dynamics aspects affecting the effectiveness of CBC implementation in pre-primary schools. The primary objective of this study was to assess how learning resources impact the effectiveness of Competency-Based Curriculum (CBC) implementation in public pre-schools in Kilifi County, Kenya. Additionally, the study sought to examine the influence of teacher preparedness on the effectiveness of CBC implementation in these educational settings. Another objective was to investigate the extent to which head teachers' instructional supervision affects the effectiveness of CBC implementation in public pre-schools within the county. Finally, the study sought to ascertain how the teacher-pupil ratio influences the overall effectiveness of CBC implementation in Kilifi County’s public pre-schools. The study was guided by the theory of curriculum implementation; and innovations. A mixed methodology study employing a descriptive fact-finding design was used. The target populace was 1855 individuals comprising 20 education officials, 575 school head teachers, and 1260 pre-primary teachers. The sample size was 315 respondents. A simple and purposive sampling techniques was used to pick respondents from schools, judgmental sampling used was from Kilifi County education officials and head of institutions while simple random sampling was used in picking preprimary school teachers. Data was collected through questionnaires and interview guides. Study instruments were piloted on 32 respondents. Reliability of the study tools was done through Cronbach’s coefficient Correlation with the r-value expected to be r=0.80 and above while validity was ascertained through peer assessments and inputs from experts. Quantitative data was analyzed descriptively to generate proportions and frequencies and inferentially to ascertain the relationship between independent and dependent variables at a 0.05% confidence interval using linear regression and presented in tables and figures. Collected open-ended information was analyzed in a narrative form. The study indicated that CBC implementation in Kilifi County’s public pre-schools is highly influenced by learning resources, teacher preparedness, instructional monitoring, and teacher-pupil ratios. Recommendations include boosting resource allocation, offering regular CBC training for teachers, and fostering active instructional oversight by headteachers. These modifications would benefit stakeholders who include educators and policymakers by raising the effectiveness of CBC, hence improving student outcomes. For additional research, investigating the role of digital learning resources in resource-limited schools could provide sustainable alternatives to traditional materials, potentially facilitating more uniform and accessible CBC delivery across diverse educational environments.