Headteachers’ Learner Discipline Management Practices on the Implementation of the Competency Based Curriculum in Public Primary Schools in Ugunja Sub- County, Siaya County Kenya

Headteachers’ Learner Discipline Management Practices on the Implementation of the Competency Based Curriculum in Public Primary Schools in Ugunja Sub- County, Siaya County Kenya

Evans Oloko Nyakodhe, Pamela Ochieng & Joyce Kamau

Mount Kenya University

Email: evansoloko94@gmail.com/ pochieng@mku.ac.ke/ jmkamau@mku.ac.ke

Abstract: This study examined headteachers’ learner discipline management practices and their influence on the implementation of the Competency-Based Curriculum (CBC) in public primary schools in Ugunja Sub-County, Siaya County, Kenya. The study was anchored on Operant Conditioning Theory. A descriptive survey research design was adopted. The sample size comprised 257 respondents, including 1 Sub-County Director of Education, 1 QUASO, 15 head teachers, and 240 teachers. Simple random and purposive sampling techniques were used. Data were collected using questionnaires and interview schedules. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. Findings revealed that discipline management practices significantly influence CBC implementation. The study concluded that some of the current discipline management practices are not fully aligned with CBC requirements and recommend adoption of learner-centered discipline approaches and training of headteachers.