INFLUENCE OF SCHOOL SUPPORT SYSTEMS ON THE IMPLEMENTATION OF THE COMPETENCY-BASED CURRICULUM IN JUNIOR SECONDARY SCHOOLS IN KILIFI COUNTY, KENYA
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Abstract
Implementation of the Competency-Based Curriculum (CBC) has been identified as one of the major changes implemented in the Kenyan education system, aiming at enhancing the learners' competencies, skills, and learner-centered teaching. While there has been much government input in the reforming of the curriculum in terms of finance and resources, differences exist in the efficiency of the implementation of the CBC among the Junior Secondary Schools (JSS) in terms of school-based support systems. Differences in the level of teachers' professional development, stakeholder involvement, and availability of learning materials are some of the factors influencing the implementation of the curriculum. However, little is known about their combined effects in Kilifi County. The research sought to evaluate the effects of school support systems in the implementation of CBC in JSS in Kilifi County, Kenya. In particular, the study assessed the effect of teacher training, stakeholder participation, and learning materials on CBC implementation. The study used descriptive design whereby the main respondents were teachers, school administrators, and governance stakeholders in public Junior Secondary Schools in Kilifi County. Using Yamane formula, a total of 183 respondents were randomly selected using stratified random sampling method from a total of 1,750 respondents. Data collection was done through semi-structured questionnaires that underwent validity and reliability testing. Analysis of quantitative data was done through descriptive statistics, Pearson correlation analysis and multiple regression analysis through SPSS version 26. Results indicated that teacher professional development, stakeholder participation and learning resources had statistically significant influence on the implementation of CBC. Teacher professional development was found to have the highest influence on CBC implementation compared to stakeholder participation and learning resources. The study suggests that the following are necessary for the success of CBC in JSS. These include the need for improved continuous teacher professional development, improved collaboration among stakeholders, and the need for increased availability of instructional and ICT resources. The recommendations of this study include that there should be institutionalization of continuous professional development programs, improved collaborative school governance, and increased investment in instructional resources.
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References
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