Influence of Head Teachers’ Instructional Supervisory Practices on Implementation of Competency Based Curriculum in Public Primary Schools in Kisumu West Sub-county, Kenya

Abstract

This study examined the impact of head teachers' instructional supervising techniques on the implementation of the Competency Based Curriculum in Kisumu West Sub-County, Kenya. The study aimed to evaluate the impact of head teachers' oversight of lesson plan transmission on the implementation of the Competency-Based Curriculum (CBC). Additionally, it sought to examine the influence of head teachers' provision of a favorable learning environment, their supervision of teachers' assessment methods, and their utilization of collegiality on the implementation of CBC. The study was grounded in the systems theory of educational management. A hybrid research design was utilized. A simple random sample method was employed to choose 12 head teachers and 126 teachers from a total of 81 head teachers and 420 instructors in public primary schools located in Kisumu West. Two Civil Society Organizations (CSOs) were selected as key informants using purposive sampling. Teachers and head teachers were given questionnaires, while interviews were conducted with CSOs. The acquired data was analyzed using the SPSS software for both descriptive and inferential statistical analysis. Thematic analysis was employed to analyze the qualitative data gathered from interviews. This study has found that there is a high positive and statistically significant association (r=0.564; p=0.000) between head teachers' monitoring of the transmission of lesson plans and the adoption of the Competency-Based Curriculum (CBC). The implementation of CBC increases by 0.380 units for every unit increase in head teacher checking of the transfer of lesson plan (β1=0.380; p=0.000). The establishment of a suitable environment by head teachers has a modest positive association with the application of CBC, which is statistically significant (r=0.483; p=0.002). An increase of one unit in the provision of a favorable learning environment leads to a 0.350 unit increase in CBC implementation (β2=0.350; p=0.000). The head teacher's evaluation of teachers' assessment methods shows a significant and positive link with the implementation of the Competency-Based Curriculum (CBC) (r=0.526; p=0.000). The adoption of the Competency-Based Curriculum (CBC) increases by 0.470 units when there is a one-unit increase in head teacher verification of the teachers' manner of assessment (β3=0.470; p=0.000). The utilization of collegiality by the head teacher is moderately positively correlated with the adoption of CBC, and this correlation is statistically significant (r=0.419; p=0.000). The implementation of CBC increases by 0.235 units for each unit increase in head teacher's use of collegiality (β4=0.235; p=0.001). This study revealed that head teachers in public primary schools in Kisumu West assess teachers' lesson plans to ascertain their ability to create lesson plans that comply with the Competency-Based Curriculum (CBC) within the given timeframe. However, it was found that 53.5% of teachers lack the capability to write CBC lesson plans, and 55.1% are unable to develop lesson plans that adhere to the timetable requirements. The head teachers of public primary schools in Kisumu West have strived to establish a favorable learning environment. The lack of classrooms has resulted in overcrowding, leading to 68.1% of teachers being unable to effectively handle the amount of students in their classrooms. The findings indicate that head teachers monitor the assessment methods used by teachers. However, in public primary schools in Kisumu West, only 56.9% of teachers are able to create assessment criteria. Additionally, 58.6% of teachers are proficient in using formative assessment, while 59.4% are proficient in using summative assessment. However, a mere 40.5% has the ability to create assessment rubrics. While 64.6% of teachers in public primary schools in Kisumu West have received training on the Competency-Based Curriculum (CBC), 54.7% of them consider the training to be useless. This perception is supported by the fact that only 41.4% of teachers are able to successfully upload assessment scores to the Kenya National Examinations Council (KNEC) portal, and only 56.9% of teachers are proficient in operating digital devices. Thus, our study suggests that TSC should reassess the duration of the training period for CBC, in order to provide instructors with ample time to familiarize themselves with the new system and gain the essential skills to successfully apply CBC. Teachers in Kisumu West are receiving training on the Competency-Based Curriculum (CBC) and Information and Communication Technology (ICT) to improve their skills in creating lesson plans that align with the CBC and evaluating students using appropriate assessment methods. The report suggests that the administration of public primary schools in Kisumu West should seek financing from NG-CDF to construct additional classrooms in order to handle the large number of students.