Influence of head teachers’ institutional leadership practices On implementation of competency-based curriculum in public primary schools in Matungulu Sub-county, Machakos county, Kenya

Abstract

The manner in which headteachers exercise their institutional leadership is crucial for the effective implementation of the Competence Based Curriculum (CBC) in schools. Nevertheless, in Matungulu Sub County, the execution of CBC appears to be lacking. A significant number of public primary school students seem to exhibit low competencies in essential learning areas outlined in CBC. This study aimed to explore the influence of headteachers' institutional leadership practices on the implementation of the Competency Based Curriculum in public primary schools within Matungulu Sub County, Machakos County, Kenya. The objectives included: determining the impact of headteachers' institutional inspiration, communication, guidance, and coaching practices on the implementation of CBC. The research was informed by systems theory and curriculum implementation theory. A mixed methodological approach was adopted, utilizing a concurrent triangulation research design. The target population consisted of 1459 respondents, including 84 headteachers, 1371 primary school teachers, and 4 Curriculum Support Officers (CSOs). From this population, a sample of 312 respondents was selected using Yamane’s Formula. Stratified sampling was employed to create four distinct strata corresponding to the number of zones in Matungulu Sub County. Within each zone, five (5) headteachers were selected through purposive sampling, while all CSOs were purposefully chosen. Additionally, 72 teachers were randomly selected from each zone using simple random sampling. The final study sample included 20 headteachers, 288 teachers, and 4 CSOs. Questionnaires were distributed to teachers, while headteachers and CSOs were interviewed. A document analysis guide was also prepared for the researcher. A pilot study was conducted with 32 respondents from public primary schools in Matungulu Sub County to evaluate the validity, reliability, credibility, and dependability of the research instruments. Validity was confirmed through expert judgment. Reliability was assessed using the test-retest method. The Cronbach alpha method yielded a reliability index of r = 0.725, signifying a strong internal consistency. Credibility was achieved through data triangulation via multiple analyses, while dependability was ensured through thorough documentation of each data collection process. The qualitative data was thematically analyzed in narrative format according to the study's objectives. Quantitative data was analyzed descriptively, detailing frequencies and percentages, and inferentially through Pearson’s Product Moment Correlation Analysis using the Statistical Package for Social Sciences (SPSS Version 25), with results presented in tables. The study also revealed that the implementation of CBC continues to be a challenge in public primary schools, as many teachers fail to complete the syllabus on schedule, and there is a lack of improvement in classroom teaching methods, which correlates with low learner competencies in numeracy skills, language skills, and mastery of environmental concepts. Nevertheless, learners demonstrate high levels of creativity. This is attributed to the institutional leadership practices of headteachers, which encompass inspiration, communication, guidance, and coaching. Headteachers rarely inspire, guide, or coach teachers effectively. However, they have adopted communicative strategies aimed at facilitating CBC implementation. Consequently, it is recommended that headteachers modify their leadership and management approaches to ones that encourage teachers to implement CBC. They should sustain communication strategies and methods that convey essential information about CBC to teachers. Additionally, they need to provide instruction and support to teachers on the most effective ways to implement CBC and improve learners’ content mastery.