Relationship between Instructional Leadership and Implementation of Competency-Based Curriculum in Early Years Education in Nairobi City County, Kenya
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Date
2021
Authors
Awili, Roselynn
Begi, Nyakwara
Journal Title
Journal ISSN
Volume Title
Publisher
RIRAI
Abstract
Globally, 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
processes
Description
A research article published in Randwick International of Education and Linguistics
Science
Keywords
Implementation of Competency-Based Curriculum, Early years education, Primary schools, Nairobi City County, Kenya, Instructional leadership
Citation
Awili, 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.v2i3.280