SCHOOL LEADERS’ PREPAREDNESS FOR EFFECTIVE IMPLEMENTATION OF COMPETENCY-BASED EDUCATION IN PUBLIC JUNIOR SCHOOLS IN MOMBASA COUNTY- KENYA
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Date
2026-10-27
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THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
Abstract
This study investigated school leaders' preparedness for effective implementation of Competency-Based Education (CBE) in public junior schools in Mombasa County, Kenya. The study research questions include; leadership skills for school leaders; professional support school leaders provide; resource mobilization; challenges encountered by school leaders and strategies school leaders can employ to enhance the effective implementation of CBE. The study was anchored on Situational Leadership Theory, supported by Curriculum Implementation Theory and Lewins change management model. Convergent mixed methods design was adopted, where correlational design and phenomenology guided quantitative and qualitative study respectively. The target population was 96 public junior schools, 96 HOIs, 96 BOM chairpersons, 617 teachers and 12 CSOs, from which 20 schools were sampled through stratified and simple random technique, stratified and census sampling for 20 HOsI and 20 BOMs, 62 teachers through Stratified, Simple Random & Purposive and Census sampling for CSOs .Quantitative data was collected using questionnaires ,interview guides and document analysis for qualitative data. All research instruments were evaluated for content, criterion, construct, and face validity with the assistance of experts in educational administration, curriculum studies, and research. The reliability of the quantitative data was determined using Cronbach’s Alpha coefficient, while the trustworthiness of the qualitative data was established based on credibility, transferability, confirmability, and dependability. Quantitative data were
analysed using descriptive statistics and presented through frequency distribution tables, means, and standard deviations. Pearson’s correlation analysis and multiple regression analysis were employed to examine the relationships among the study variables. Qualitative data were analysed thematically and presented through narratives and selected direct quotations from the participants. Research ethics were adhered to throughout the research process. The findings indicated that school leaders demonstrated strong communication and interpersonal leadership skills but had weaknesses in supporting learner-centred pedagogy and instructional innovation. Implementation was constrained by inadequate teaching and learning resources, limited funding, and weak policy implementation. Professional development of school leaders a strong predictor of effective implementation on CBE. The multiple regression analysis indicated that the predictor variables jointly accounted for 73.0% of the variance in effective CBE implementation (R² = .730). The study recommends continuous professional development for school leaders, capacity building for BOMs in financial management and governance, and strengthened mentorship, coaching, and monitoring by CSOs, QASOs, and the Ministry of Education to bridge the gap between CBE policy and classroom practice.
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Keywords
School leadership, leadership preparedness, competency-based education, curriculum implementation, public junior schools, educational management, teacher preparedness, Mombasa County, Kenya