Influence of Management Boards’ Practices on Quality Competency Based Curriculum Implementation in Public Junior Secondary Schools In Kisumu East Sub-county, Kenya

Abstract

This study aimed to determine the impact of management boards' practices on the successful implementation of a quality competency-based curriculum in public junior secondary schools in Kisumu East Sub-County, Kenya. The study was conducted to determine the particular ways in which the precise and day-to-day operations of School Boards of Management will have a favorable impact on the implementation of the Competency Based Curriculum in Junior Secondary Schools. The study was informed by Ludwig Von Bertalanffy's Systems Theory, sometimes referred to as the Modern Organization Theory, published in 1956. Koontz and Weirich (1988) later implemented it for educational institutions. In the field of education, it is relevant to analyze the fundamental dynamics of the system that significantly influence learning results. The study utilized a descriptive survey design, with a sample size of 20 Junior Secondary Schools. This sample included 20 Heads of Institutions, 90 teachers, 35 BoM members, and 200 students, resulting in a total of 345 respondents. The schools were deliberately chosen. This is because there was a strong understanding of the specific features or attributes that were of interest when studying junior secondary schools. The technique of census sampling was employed to choose the Heads of Institutions for the sample. This enabled me to get additional demographic data, including age, location, and roles, from the entire sample population. Data was collected using a method called simple random sampling, which involved obtaining information from each member of the Boards of Management and learners from every school. Convenience

A sampling methodology was employed to select teachers, as it would focus specifically on those teachers who were willing to provide detailed information. The sample size of 14.5% falls comfortably under the minimum threshold required for descriptive analysis, as suggested by Mugenda Mugenda (2003). The study employed questionnaires and focus group talks as the means of data gathering. The quantitative data was analyzed using descriptive statistics. Percentages were visually represented through the use of graphs, charts, and tables. The qualitative data was categorized into themes and then presented as statements, narratives, frequencies, and percentages. The study discovered that the implementation of certain practices by the Board of Management in Junior Secondary Schools, such as the development of physical infrastructure, effective monitoring and evaluation, active involvement of parents, and capacity building guided by the Ministry of Education, had a positive impact on the desired outcome of a high-quality Competency Based Curriculum. Based on the research findings, it is recommended that Boards of Management advocate for the government to prioritize the establishment of crucial physical facilities such as Science Laboratories, Lavatories, and water supplies. The government should develop a module to facilitate the implementation of parental capacity building for the implementation of the Competency-Based Curriculum (CBC). This module should also address the provision of appropriate physical facilities to cater to the needs of all learners, including those with special needs, in an inclusive manner. A recommendation for future research is to investigate the non-administrative

factors that influence the implementation of a Competency Based Curriculum in Junior Secondary Schools. The impact of capacity building on heads of institutions in adopting an inclusive Competency Based Curriculum in junior secondary schools