Influence of head teachers’ resource management practices On implementation of competency-based curriculum in public primary schools in Loitoktok Sub-county, Kajiado county, Kenya

Abstract

Headteachers' resource management practices play a crucial role in implementing the competency-based curriculum (CBC) in schools. However, the CBC's implementation in public primary schools has faced several challenges. A significant number of learners show inadequate competencies in key CBC areas. This study aimed to investigate how headteachers' resource management practices influence CBC implementation in public primary schools in Loitoktok Sub-county, Kajiado County, Kenya. The objectives of the study were to assess how headteachers' practices in resource mobilization, allocation, utilization, record-keeping, and monitoring and evaluation impact CBC implementation in these schools. The research was based on the resource-based theory and the curriculum implementation theory. A mixed-methods approach was used, incorporating a concurrent triangulation research design. The target population included 89 headteachers, 734 teachers, 89 BoM/PTA Chairs, 31,000 learners, and 2 County/Sub county Auditors, making a total of 31,914 respondents. A sample size of 395 respondents was selected using Yamane’s Formula, which included 27 headteachers, 180 teachers, 27 BoM/PTA chairs, 159 learners, and 2 County/Sub-county Auditors. Data collection methods included questionnaires for teachers, interviews for headteachers, BoM/PTA chairs, and County/Sub-county Auditors, focus group discussions with learners, and document analysis. A pilot study with 40 respondents from three public primary schools in Loitoktok Sub-county was conducted to assess validity, reliability, credibility, and dependability. Validity was determined through expert judgment, and reliability was measured using the test-retest method. A reliability index of r = 0.725 was found using the Cronbach Alpha method, indicating strong internal reliability. Data credibility was confirmed through data triangulation, and dependability was ensured by documenting each stage of data collection. Qualitative data were analyzed thematically and presented in narrative form, while quantitative data were analyzed using descriptive statistics, including frequencies and percentages, and inferential statistics, including Pearson’s Product Moment Correlation Analysis, with the Statistical Package for Social Sciences (SPSS Version 25), and presented in tables. The study revealed that the CBC implementation remains challenging, with many teachers struggling to complete the syllabus on time and classroom pedagogy failing to improve, resulting in low learning outcomes in key CBC areas. Many students are unable to perform basic mathematical operations, communicate fluently, read, write, or understand specific words. However, many learners exhibited high levels of creativity. These challenges were linked to headteachers’ resource management practices, including mobilization, allocation, utilization, record-keeping, and monitoring and evaluation. The study recommends that headteachers continue to mobilize resources and build partnerships with donors and well-wishers, ensure equitable allocation of resources for academic activities aligned with CBC objectives, use resources prudently, maintain accurate records of resource use, and regularly evaluate resource utilization to identify areas that need improvement for future CBC implementation.