INFLUENCE OF BOARD OF MANAGEMENT SUPERVISION OF CURRICULUM IMPLEMENTATION ON PERFORMANCE IN KENYA CERTIFICATE OF SECONDARY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN TRANS MARA EAST SUB-COUNTY, NAROK COUNTY, KENYA
Abstract
Purpose of the Study: The study examined the influence of Board of Management supervision of curriculum implementation on performance in KCSE in public secondary schools in Trans Mara East Sub- County, Narok County, Kenya.
Statement of the Problem: School boards of management play an important role in ensuring that students register impressive academic grades in national examinations by supervising curriculum implementation. However, in public secondary schools in Trans Mara East Sub- County, the situation is quite different with academic performance being low.
Methodology: The study employed a mixed methodology with a concurrent triangulation design, targeting a population of 785 respondents, from which a sample of 265 was selected using stratified and random sampling methods. Data were collected through questionnaires and interviews, with qualitative data analyzed thematically and quantitative data analyzed using descriptive statistics and Pearson’s Product Moment Correlation Analysis via SPSS.
Findings: The study found that students’ performance in KCSE in Trans Mara East Sub- County has been low for the last five years (2019-2023). This has been attributed to how school BoM supervise curriculum implementation. In other words, the study found that there has been infrequent supervision of curriculum implementation activities. The study also revealed that there is a significant positive relationship between the supervision of curriculum implementation by the Board of Management (BoM) and students' academic performance, as indicated by the Pearson’s Product Moment Correlation Analysis.
Conclusion: The study concludes that the infrequent supervision of curriculum implementation by the Board of Management (BoM) has significantly contributed to the declining academic performance in KCSE among public secondary schools in Trans Mara East Sub- County. In addition, it is concluded that enhancing BoM's active involvement in monitoring and evaluating teaching practices and curriculum adherence is essential for improving student outcomes and reversing the downward trend in academic performance.
Recommendations: The study recommends that school BoM implement a comprehensive system for monitoring and evaluating both teacher performance and student learning outcomes through regular classroom observations and structured feedback mechanisms. Additionally, BoM should introduce consistent student assessments to track progress and identify areas for improvement in curriculum implementation. Moreover, professional development opportunities for teachers should be promoted to enhance instructional quality and align teaching methods with educational goals.
Keywords: Board of management, supervision, curriculum implementation, performance, public secondary schools, trans mara east sub-county, Kenya.
References
Carl, A. (2011). Teacher empowerment through curriculum implementation theory into practice. Juta & Company Ltd.
Chirozva, N. (2013). To Investigate the Contribution Secondary school Education Care on the Grade One Students in Chiwundura Area. Gweru: Mambo Press.
Creswell, J. (2014). Research design: qualitative, quantitative and mixed methods. Thousand Oaks, California: Sage Publications.
Fullan, M. (2010). The meaning of educational change. New York: Teacher College Press.
Gathumbi, A. M. (2014). Factors influencing implementation of the non-formal basic education curriculum at the non-formal education centers in Nairobi, Mombasa and Kisumu cities, Kenya. Ph.D. thesis, Nairobi University, Kenya.
Glickman, C. D., Gordon, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2013). The basic guide to supervision and instructional leadership. Boston: Pearson.
Handler, B. (2010). Teacher as curriculum leader: A consideration of the appropriateness of that role assignment to classroom-based practitioners. International Journal of Teacher Leadership, 3(2), 1934-9726.
Johnson, J. A. (2012). Curriculum revision that works. In principles of effective change. Retrieved March 10, 2014
Luhmann, N. (2004). Management Systems theory. Suhrkamp.
Ministry of Education (2023). A report on academic performance of secondary schools. Nairobi: Government Printer.
Moyo, J, Wadesango, N. & Kurebwa, M. (2012). Factors that Affect the Implementation of Secondary school Development Programmes in Zimbabwe. Stud Tribes Tribals, 10(2): 141-149.
Njoroge, A. J. (2011). A study of factors influencing students' Enrolment in pre-school education in Thogoto and Karai Zones in Kikuyu Division, Kikuyu District, Kiambu County – Kenya. Unpublished Med research project, University of Nairobi.
United Nations Educational, Scientific and Cultural Organization (UNESCO) (2013). Positioning secondary-school education in developing countries: expansion and curriculum. Paris:
Walberg, H. (2012). A psychological theory of educational outcomes and productivity. Psychological and Education pp. 81-110.
