Relationship between School Leadership Support and Effective Implementation of Competency Based Education in Comprehensive Schools in Kikuyu Sub-County
Obed Nicodemus Nyairo
School of Education
Presbyterian University of East Africa, Kenya
Email; nicodemusnyairo@gmail.com
Abstract: The implementation of Competency-Based Education (CBE) requires school-level leadership capable of translating curriculum expectations into effective teaching and learning practice. This study examined the relationship between school leadership support and effective implementation of CBE in comprehensive schools in Kikuyu Sub-County. The study was guided by Instructional Leadership Theory and Transformational Leadership Theory and adopted a mixed-methods approach to facilitate triangulation of quantitative and qualitative evidence. The study targeted 960 respondents comprising 60 headteachers and 900 teachers. A census approach was used for headteachers, while stratified random sampling was used to select teachers. The findings showed that school leadership support was generally high, with an overall mean of 4.04 (SD = 0.89). Encouraging teamwork and collaboration recorded the highest mean (M = 4.21, SD = 0.79), whereas provision of instructional materials recorded the lowest mean (M = 3.74, SD = 1.03). Pearson correlation showed a strong positive relationship between school leadership support and effective CBE implementation (r = .684, p < .001, N = 232). Regression analysis indicated that leadership support explained 46.8% of the variance in CBE implementation (R² = .468), and the model was statistically significant, F(1, 230) = 198.462, p < .001. Qualitative findings highlighted staff consultation, internal teacher mentoring, classroom supervision and delegation of academic responsibilities as important practices. The study concludes that school leadership support is an important enabling condition for effective CBE implementation, although resource provision, digital learning support, continuous teacher development and follow-up after supervision require strengthening.
