Training Needs by Head Teachers in the Implementation of Competency-Based Curriculum in Kenya’s Primary Schools: A Study of Marakwet East Sub County
Abstract
The head teachers in primary schools undertake leadership roles in ensuring that the goals of the school and curriculum are attained. Nevertheless, the extent to which head teachers undergo continuous training in light of the implementation of the new competency-based curriculum has not been adequately undertaken. The paper looks at the training needs of head teachers in the implementation of CBC in Kenya’s primary schools with a focus on Marakwet West Sub County, Kenya. The study is anchored on descriptive research design and targeted Quality Assurance and Standard Officers and Headteachers of public primary schools. A sample size of 47 head teachers from all schools and 4 QASOs were selected as the sample for the study. Out of 47 targeted, only 37 responded to the questionnaire. Data was collected through questionnaires for head teachers and interview schedules for QASOs. Data analysis was done using qualitative (thematic content analysis) and quantitative (descriptive analysis using frequencies and percentages). The results of the paper are presented in tables, graphs, and narrations. It was found that the head teachers were not undertaking their responsibilities effectively to ensure CBC was properly implemented in their schools. Training programmes were found to be rare, and those provided by the Ministry of Education did little to enhance the implementation of CBC in public primary schools. The study suggests that there is a need for the Ministry of Education to conduct a needs analysis as the training required by head teachers in a particular region differs from another one. There is also a need for headteachers to work with the board of management in organising seminars and mentorship sessions with other schools as a way of enhancing their capacity towards the implementation of the CBC curriculum. The research can be utilised as a guide in the implementation of training programmes for head teachers in Kenya and other countries implementing competency-based curricula
Downloads
References
Akala, B.M. (2021). Revisiting education reform in Kenya: A case of Competency Based Curriculum (CBC). Social Sciences & Humanities Open, 3, 100107
Becker, G. S. (1962). Investment in human capital: A theoretical analysis. Journal of Political Economy, 70(5), 9 – 49.
Chepkonga, M.C. (2017). Training needs for head teachers in management of ECDE curriculum implementation in primary schools in Marakwet District, Kenya. American Based Research Journal, 6(8), 6 – 14.
Darling-Hammond, L., Meyerson, D., LaPointe, M., & Orr, M.T. (2009). Preparing principals for a changing world: Lessons from effective school leadership programs. San Francisco, CA; Jossey-Bass.
Faizuddin, A., Azizan, N.A., Othman, A. & Ismail, S.N. (2022). Continuous professional development programmes for school principals in the 21st century: Lessons learned from educational leadership practices. Front. Educ. 7:983807. doi 10.3389/feduc.2022.983807
Fullan, M. (2015). The new meaning of educational change, 5th Edn. New York, NY: Teachers College Press.
Grissom, J. A., Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders: Longitudinal evidence from observations of principals. Educational Researcher, 42(8), 433–444.
IBE-UNESCO, (2015). What Makes A Good Quality Curriculum? In Progress Reflection No. 2 Geneva Switzerland.
Manna, P. (2015). Developing excellent school principals to advance teaching and learning: Considerations for state policy. New York, NY: The Wallace Foundation. Retrieved from http://www.wallacefoundation.org/knowledge-center/Pages/Developing-Excellent- School-Principals.aspx
Mathibe, I. (2007). The professional development of school principals. South African Journal of Education, 27(3)523 – 540.
May, H., Huff, J., & Goldring, E. (2012). A longitudinal study of principals’ activities and student performance. School Effectiveness and School Improvement, 23(4), 417–439. http://eric.ed.gov/?id=EJ984230
Mbui, P., Ronoh, A.K. & Kisirkoi, F. (2021). In-Service Training of Headteachers in Curriculum Management and the Implementation of Free Primary Education in Public Primary Schools in Kiambu County, Kenya. IOSR Journal of Research & Method in Education, 11(5), 45 – 49.
Mincer, J. (1958). Investment in human capital and personal income distribution. The Journal of Political Economy, 66(4), 281–302.
Muiti, J.I.W. (2020). Influence of training of headteachers on competence-based curriculum implementation in public primary schools in Kiambu County, Kenya. Msc. Project, University of Nairobi.
Rowland, C. (2017). Principal Professional Development: New Opportunities for a Renewed State Focus. Education Policy Center at American Institutes for Research.
School Leaders Network. (2014). Churn: The high cost of principal turnover. Retrieved from http://connectleadsucceed.org/sites/default/files/principal_turnover_cost.pdf
Schultz, T. W. (1961). Investment in human capital. The American Economic Review, 51, 1 – 17.
Senol, H. (2020). Professional development of educational leaders. IntechOpen. Doi: 10.5772/intechopen.89260.
Tingle, E., Corrales, A., Peters, M.L. (2017). Leadership development programs: Investing in school principals. Educational Studies. DOI: 10.1080/03055698.2017.1382332.
Waruingi, A.W., Mbogo, R. &. Mambo, A. (2022). 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. African Journal of Emerging Issues, 4(6), 88 – 104.
Waweru, J. W. (2018). Influence of teacher preparedness on implementation of competency based curriculum in public primary schools in Nyandarua North Sub- County, Kenya. M.Ed. Project, University of Nairobi.
Wekhuyi, S.A. (2014). Influence of in-service training on public secondary school principals’ management of finances and human resources in Busia County, Kenya. M.A. Project, University of Nairobi.
Copyright (c) 2023 Mildred C. Chepkonga, PhD
This work is licensed under a Creative Commons Attribution 4.0 International License.
