Influence of Headteachers’ Resource Mobilization Strategies on the Implementation of Competency-Based Education in Public Primary Schools in Chepalungu Sub-County, Bomet, Kenya

Josephine Bosibori Ogaro & Pamela Ochieng
Department of Education Management and Curriculum Studies
Mount Kenya University, Kenya
https://orcid.org/0009-0003-2130-8274
https://orcid.org/0000-0001-6159-6192
Email: josebori88@gmail.com/ pochieng@mku.ac.ke

Abstract: This study examined influence of headteachers on resource mobilization for implementation of Competency-Based Education (CBE) in Chepalungu Sub-County, in Bomet County, Kenya. The study employed a mixed methods descriptive survey research design to investigate influence of leadership practices on availability of resources for CBE implementation. The study population included headteachers, teachers, and learners, with a sample size of 175. Descriptive statistics were used to analyze the quantitative data, while thematic analysis was employed to analyze the qualitative data. Based on the Resource-Based Theory, the results suggest that headteachers select and apply customary resource allocation strategies to address needs-based resource challenges, leverage social capital, but do not exploit innovative resource allocation strategies and entrepreneurial initiatives related to school-based resource mobilization. The study concludes that low levels of entrepreneurial literacy among administrators and a reliance on the state budget are major barriers to building sustainable CBE practices. The study recommends that school leadership adopt an entrepreneurial stewardship approach and institutionalize curriculum specialists in the budgeting process to align pedagogical ideals and resource allocation. Additionally, it recommends professional development workshops for headteachers focused on educational entrepreneurship and the management of endowment funds, as a way to diversify income beyond government-supplied capitation grants