Abstract: Headteachers’ resource mobilization practices are significant in the implementation of the competency-based curriculum. However, CBC implementation in public primary schools has not come without its fair share of challenges. Many learners demonstrate inadequate competencies in essential CBC learning areas. Thus, the study examined the influence of headteachers’ resource mobilization practices on implementation of the CBC in public primary schools in Loitoktok Sub- County. The study adopted both quantitative and qualitative methods and thus applied a concurrent triangulation research design. Target population comprised 89 headteachers, 734 teachers, 89 BoM/PTA Chairs, 31000 learners and 2 County Auditors totaling 31914 respondents from which a sample of 395 respondents was determined using Yamane’s Formula. This included 27 headteachers, 180 teachers, 27 BoM/PTA chairs, 159 learners and 2 County Auditors. Qualitative data were analyzed thematically based on the objectives and presented in narrative form. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis using the Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that CBC implementation is still a challenge to schools with many teachers unable to cover syllabus in time, unimproved classroom pedagogy characterized by low learning outcomes of learners. Many pupils cannot perform basic number operations, cannot communicate fluently, cannot read, write or sound specific words or even state the meanings of words. However, many learners manifest good levels of creativity. This has been partly attributed to the inability of headteachers to mobilize adequate resources. Thus, the headteachers should continue mobilizing resources and develop links with different donors and well-wishers.

Abstract: School management dynamics play a major role in ensuring that teachers are recruited, retained, and given a conducive environment to perform. However, in Saku Sub-county, the retention of teachers has been an issue with many seeking to leave the teaching profession. This study therefore assesses school management practices and its influence on the retention of teachers in public primary schools. The objectives were to assess the influence of headteachers’ management practices, teachers’ workload, schools’ environment, and remuneration dynamics on retention of teachers. The study adopted a mixed methodology approach and thus applied concurrent triangulation research design. The target population comprised of all teachers and headteachers in public primary schools in Saku Sub-county and a sample size of 178 respondents. Purposive and random sampling was used to select the study subjects for school and respondents respectively. The study adopted questionnaires and interview schedules as instruments for data collection. Data was analyzed quantitatively using frequency tables and percentages using Statistical Package for Social Sciences (SPSS Version 23). The study found out that despite improvement in one dynamic, teachers often sought to leave teaching. It was concluded that the main cause of low retention of teachers was lack of collaboration between headteachers and teachers. Some headteachers management practices discouraged teachers staying in the teaching profession. Many teachers were not well remunerated while others lived in deplorable conditions. The study recommends that headteachers collaborate with teachers and with the help of TSC officials to seek the best management practices fitting each school to raise the retention rate of teachers.