School Based Challenges Facing Head Teachers in Implementation of Competency Based Curriculum in Public Primary Schools in Kisii Central Sub- County, Kisii County

Abstract

Globally, the relevance of knowledge and skills to real life scenario is emphasized. Therefore, the need for an education curriculum that orients learners to the demands for skills is necessary. To meet the demand, the conception and competency-based curriculum (CBC) implementation is shaping education curriculum in a number of nations. The aim of the study was to analyse head teachers’ challenges for implementation of the CBC in lower primary in public schools in Kisii Central Sub-County, Kisii County. The specific research objectives were: Establish challenges of instructional training on implementation of the competency-based curriculum; Determine how instructional materials are a challenge in the implementation of the competency-based curriculum; Assess head teachers’ instructional supervision challenges in the implementation of the competency-based and examine the extent to which mode of assessment is a challenge in the implementation of the competency-based curriculum in public primary schools in Kisii Central Sub-County. The study target population involved 74 head teachers and 744 public primary school teachers. Cluster random sampling approach was utilised in selection of 30.0% of the target sample size from teachers and head teachers. The samples constituted 24 head teachers and 222 teachers. Interviews for head teachers and questionnaires for teachers were used as instruments of data collection. Data collected was analysed using qualitative and quantitative methods. Quantitative data was coded, entered and analysed using SPSS (Version 22.0) with frequencies and percentages used as statistics. Qualitative data was coded and thematically analysed to generate themes with sub-themes directed by the study objectives. Ethical considerations were followed in all aspects of the investigation. The study established that there are challenges in instructional materials due to inadequacies, delays and unavailability. On supervision, it was noted that the rigidity of the head teachers on their roles and the dynamics levelled on supervision render most of them incompetent to help monitor CBC implementation effectively. Instructional training that is still at the formative learning stage clouds even more skills and knowledge challenges this though is an ongoing process demands for more effective trainers so as to empower school heads and teachers well for implementation to be progressive and successful. Instructional training and resources will enable instructors to prepare, teach, assess their instruction and management of classroom as required. The challenges indicated encircle supervisors’ competency, availability of resources, and training effectiveness. It is concluded that all stakeholder’s orientation as well as training was necessary to create awareness of the demands of the new curriculum so as to participate in its implementation. It is recommended that Ministry of Education and other stakeholders need to develop a training programme framework to equip stakeholders, provide continuous training to instructors on ICT knowledge and skills which are essential in the implementation of CBC; the recruitment and selection of head teachers should be revised; the training of head teachers should be organized to equip them with necessary and CBC relevant supervisory knowledge and skills with frequent objective assessment of their competency to support others. Further provision of instructional materials as much as it is a government responsibility stakeholders should be encouraged to participate and on assessment of individual learners’ achievement calls for commitment of all implementers from KICD and KNEC to empower Trainers of Trainers effectively.