Disassociation between Empowerment Hypotheses and Structural Realities: An Accreditation-Aligned Investigation into Mid-Level Executive Readiness for Competency-Based Curricular Reforms in Public Junior Secondary Schools in Kenya
Robert Kipngetich Rutto, Grace Cheruto Kiptok & Salome OdekDepartment of Education, School of Education, Humanities and Social SciencesUniversity of Eastern Africa, Baraton, KenyaEmail: robertkrutto@gmail.com Abstract: The global transition towards Competency-Based Education (CBE) demands deep organizational reconfiguration and localized administrative stewardship to resolve systemic implementation bottlenecks. This study investigated the institutional readiness and pedagogical execution fidelity…