Influence of principals’ managerial skills on implementation of CBC in public junior secondary schools in Kapseret sub county, Uasin Gishu county, Kenya

Abstract

Effective school leadership is widely recognized as a crucial element in fostering successful school improvement and enhancing student achievement. Understanding how principals' managerial skills specifically influence the implementation of the Competency-Based Curriculum (CBC) in public junior secondary schools provides valuable insights for school leaders in Kapseret Sub County, Uasin Gishu County, Kenya. This research aimed to investigate the impact of principals' managerial skills on the implementation of CBC within these schools. The study focused on several objectives, including exploring the effects of principals' interpersonal skills, instructional leadership skills, decision-making skills, and resource management skills on the successful execution of CBC. The theoretical framework encompassed stakeholder theory, scientific management theory, and systems theory. A descriptive research design was employed to gather data from 71 public schools, targeting 71 Board of Management (BOM) members, 171 teachers, and 71 principals, resulting in a total target population of 313 individuals. Stratified sampling was utilized to select the schools, and a sample size of 226 participants was determined. A pilot study was conducted with a smaller group of participants to evaluate the effectiveness and clarity of the data collection instruments, which involved 20 teachers, 2 principals, and 10 students from two different schools. Data were collected using both open and closed-ended questionnaires and analyzed through pie charts and graphs. The study concluded that principals' leadership skills are essential for the successful implementation of CBC. Strong decision-making and resource management skills proved to be vital in creating an environment conducive to effective curriculum delivery and student engagement. Principals who excel in these areas are better equipped to navigate the complexities of curriculum implementation, make timely and informed decisions, and foster collaboration among stakeholders, thereby enhancing the quality of decisions and instilling a sense of ownership in CBC among teachers, students, and the community. Based on the findings, the study recommended that the government, through the Ministry of Education, should ensure the availability of adequate teaching and learning resources, such as charts, models, supplementary books, printers, photocopiers, revision books, and past papers, to support CBC implementation. Additionally, the study suggested areas for further research, including adopting a longitudinal approach to monitor the long- term impact of principals' interpersonal skills on CBC implementation. This future research could provide valuable insights into the sustainability and adaptability of these skills in evolving educational contexts.