Thesis:

Influence of school management preparedness on Implementation of competency based curriculum In public primary schools in Igembe central Sub-county, Meru county, Kenya

Effective CBC implementation is contingent on preparedness of school management. Nevertheless, CBC implementation in public primary schools is plagued by many challenges, which result in the lack of adequate syllabi coverage and improper classroom teaching pedagogy, thus producing unsatisfying learning achievements for the learners. The study aimed to critically look into the effect of school management preparedness on CBC implementation in public primary schools in Igembe Central Sub county, Meru County, Kenya. The objectives were to determine the state of CBC implementation and establish how teacher training, provision of curriculum support materials, facilities and parent participation influences CBC implementation. Organizational readiness for change theory and curriculum implementation theory guided this research. The study employed mixed method approach and concurrent triangulation research design. Target population was 23,015 respondents which consisted of 76 headteachers, 1,187 teachers, 21,370 learners, 380 parent representatives and 2 sub-county directors of education (SCDE). A sample of 394 respondents was established using the Yamane formula. Stratified sampling was used to draw two strata based on the number of zones within Igembe Central Sub-county. This realized a sample of 26 headteachers, 78 parents’ representatives, 156 teachers, 2 SCDE and 132 learners sampled within the simple random method. Nevertheless, all the 2 SCDE are sampled through the census method. The researcher adopted questionnaire, interview, observation checklist and document analysis guides. Piloting was among 40 respondents in public primary schools in Igembe North Sub-county to determine validity, reliability, credibility as well as dependability. A reliability index, r = 0. 724, was obtained through the use of the method of Cronbach's Alpha to indicate the level of reliability, showing high reliability. Credibility was established through data triangulation and dependability through detailed reporting. Data analysis had involved the identification of common theme. Qualitative data were thematically analyzed and presented in the narrative form. Quantitative information were reported in descriptive and inferential statistics by the application of SPSS version 23. The study findings reflected the fact that CBC implementation proved to be the main issue in public primary schools in Igembe Central Sub-county. Studies indicate that the large number of teachers is unable to complete the syllabus within the required time, thus leading to compromised classroom teaching of low quality and unsatisfactory achievement in the core subjects of CBC. It is caused by the unpreparedness of the school management. From the findings, the Ministry of Education (MoE) should persist in the training and retraining of teachers. Additionally, the school managers are needed to amplify cooperation with other relevant parties to the effect of allowing public primary schools access to teaching and learning resources in full. The Ministry of Education and other relevant parties also should put emphasis on the provision of the adequate physical facilities. Parents also should be active in the activity of the schools and the meeting, therefore having the in-depth insight in the central role of the parent in the education of the child.