ASSESSMENT OF STRATEGIES EMPLOYED BY HEAD TEACHERS IN THE IMPLEMENTATION OF THE COMPETENCY-BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS IN KENYA: A CASE OF KIAMBU COUNTY
Abstract
Background: Head teachers play a crucial role in ensuring quality education is achieved, especially at foundation level in public primary schools. This study sought to investigate the strategies employed by head teachers in the implementation of the competency-based curriculum in Kenyan Public Primary Schools: A study of Kiambu County.
Methodology: The study adopted the inductive thematic content design. The target population comprised 576 principals and 21,090 teachers. Accessible population was 15 principals and 15 deputy principals. Purposive sampling was used to pick the 15 principals and 15 deputies. The study objective was addressed using inductive content analysis approach.
Results of the Study: The study established that principals’ management competencies through the roles they undertook had a great influence on the implementation of competency-based curriculum. The study established that principals motivated, encouraged, facilitated teamwork and peer training, and also advised teachers.
Recommendations: The study recommended that principals’ management competencies should be enhanced through training on management courses. Training on short courses to upgrade their skills should include communication and organizational skills. In addition, school administration should devise leadership strategies to enable the surveillance of the use of teaching and learning resources in schools. Effective inventory management systems should also be implemented in schools to allow for simple and fast tracking of all educational resources and their appropriateness in the school setting.
Keywords: Strategies, head teachers, implementation of the competency-based curriculum, Public Primary Schools
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