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dc.contributor.authorAwili, Roselynn
dc.contributor.authorBegi, Nyakwara
dc.date.accessioned2021-10-25T08:32:36Z
dc.date.available2021-10-25T08:32:36Z
dc.date.issued2021
dc.identifier.citationAwili, R., & Begi, N. (2021). Relationship between Instructional Leadership and Implementation of Competency-Based Curriculum in Early Years Education in Nairobi City County, Kenya. Randwick International of Education and Linguistics Science Journal, 2(3), 476-488. https://doi.org/10.47175/rielsj.v2i3.280en_US
dc.identifier.issnOnline: 2723-2433
dc.identifier.issnPrint: 2723-2441
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/22832
dc.descriptionA research article published in Randwick International of Education and Linguistics Scienceen_US
dc.description.abstractGlobally, learning institutions at primary school level experience a gap in instructional leadership that fosters curriculum implementation. Research has established that those instructional leaders (heads of schools) determine the impact that teaching and learning processes in school has on learners’ academic performance. This study was designed to establish the extent of implementation of Competency-Based Curriculum in early years education in public and private schools. The study was also to determine the relationship between instructional leadership and implementation of Competency-Based Curriculum (CBC) in early years education in Kenya. The study was guided by Michael Fullan’s Theory of Change. The dependent variable was implementation of Competency-Based Curriculum in early years education while the independent variable was instructional leadership. E-questionnaires and interview schedules were used to collect data which was analyzed using qualitative and quantitative methods. The results showed there was no difference in the implementation of curriculum between private and public primary schools. The relationship between instructional leadership and implementation of competency-based curriculum was significant at 0.05. The results also indicated that most head teachers focused more on administrative roles than activities that support curriculum implementation. It was therefore recommended that for effective curriculum implementation in early years education, head teachers needed to be intentionally trained on how to support teachers and learners in the related processesen_US
dc.language.isoenen_US
dc.publisherRIRAIen_US
dc.subjectImplementation of Competency-Based Curriculumen_US
dc.subjectEarly years educationen_US
dc.subjectPrimary schoolsen_US
dc.subjectNairobi City Countyen_US
dc.subjectKenyaen_US
dc.subjectInstructional leadershipen_US
dc.titleRelationship between Instructional Leadership and Implementation of Competency-Based Curriculum in Early Years Education in Nairobi City County, Kenyaen_US
dc.typeArticleen_US


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