School of Education (JA)

Effect of headteachers’ instructional supervision practices on the implementation of competency-based curriculum in primary schools in Katangi zone, Yatta sub-county Machakos County Kenya

2026-10-14T00:00:00Z

Effect of headteachers’ instructional supervision practices on the implementation of competency-based curriculum in primary schools in Katangi zone, Yatta sub-county Machakos County Kenya Periappadan, Lily P.; Kithungu, Rose M.; Kasivu, Gideon M. This research project explored headteachers' instructional supervision practices and implementation of competency-based curriculum in primary schools in Katangi Zone, Yatta Sub-County, Machakos County, Kenya. Kenya rolled out the CBC in primary schools in 2018 with the aim of equipping the learners with competencies and skills to meet resource aspirations of development. The study’s null hypothesis was “there is no statistically significant relationship between headteachers' instructional supervision practices and implementation of competency-based curriculum in public primary schools in the Katangi Zone of Yatta Sub-County in Machakos County, Kenya. This study adopted a descriptive survey design. The study targeted all 35 public primary schools, 35 headteachers, and 316 teachers in Katangi Zone, Yatta Sub-County. The schools were randomly sampled. Questionnaires were used for data collection. The Pearson Product Moment Coefficient formula was employed for correlation. Data was analyzed by use of SPSS version 32. Descriptive statistics such as frequencies, percentages, means, and standard deviations and inferential statistics like regression models were used to analyze the quantitative data. The results revealed that there was a statistically significant relationship between headteachers' instructional supervision practices and the implementation of competency-based curriculum in public primary schools in the Katangi Zone of Yatta Sub-County in Machakos County, Kenya. This was at r values of 0.67, which was strong positive and significant at a 0.014 significance value. Based on the results, the study recommends that the headteachers and boards of management, the Ministry of Education, and the Teachers Service Commission train teachers on competency-based curriculum and provide instructional resources in schools. Headteachers should involve parents in the implementation of CBC as well as intensify instructional supervisory practices. DOI: https://doi.org/10.59413/ajocs/v7.i5.25

Teacher preparedness and the implementation of competency based education in public primary schools in Kambu Sub-County, Makueni County, Kenya

2026-01-01T00:00:00Z

Teacher preparedness and the implementation of competency based education in public primary schools in Kambu Sub-County, Makueni County, Kenya Mbinda, Mutuku P.; Mulwa, Janet K.; Mwanza, Rose Owing to the challenges and requirements of the growing global economy, many African countries are struggling to be abreast with the international standards of knowledge. This has called for reforms in the education sector. Implementation of Competency Based Education (CBE) brings new trends to take the African education in level with the rest of the world. The general purpose of this study was to investigate the preparedness of teachers towards the implementation of Competency Based Education in public primary schools in Kambu Sub-county, Makueni County, Kenya. The study objectives sought to: determine the influence of teacher professional development, teachers’ ability to use teaching and learning resources effectively, teachers’ attitudes and the availability of teacher digital literacy skills on the implementation of Competency Based Education in Kambu Sub-county. This study was guided by the Visible Learning Theory. The study employed survey research design. The study had a target population of 77 primary schools with 687 teachers. Purposive and stratified random sampling technique was used to select a sample of 21 public primary schools and 147 teachers. A pilot study was conducted in four schools, one in each of the four zones, to test and adjust the research instruments. Validity was ensured by face and content validity while calculation of Pearson’s Product Moment Correlation was used to calculate the reliability of the instruments. Data was collected by use of questionnaires. Quantitative data was collected and analyzed to comprehend the findings of the study. Data was analyzed by use of descriptive statistics using Statistical Package for Social Sciences (SPSS) version 30.0.0. The results of the study were presented in form of tables. The study concluded that teacher professional development, teaching and learning resources, teachers attitudes and teacher’ digital literacy skills significantly influence the implementation of CBE and recommended need for financial investment to facilitate them. This research may significantly contribute to the ongoing debate and reflections on the contribution of the Competency Based Education on sustainable development, address the teething challenges associated with the implementation of CBE with an aim of making it more acceptable and provide some strategies towards its successful implementation. Generally, the study will help bridge different gaps occasioned by unpreparedness of teachers in the implementation of CBE. DOI: https://doi.org/10.65138/ijramt.2026.v7i10.3356

Economic benefits of farmer-managed natural regeneration practices in selected semi-arid counties of Kenya

2026-01-01T00:00:00Z

Economic benefits of farmer-managed natural regeneration practices in selected semi-arid counties of Kenya Kiruki, Harun M.; Kimatu, Josphert N.; Munyao, Carol M.; Maithya, Harrison M.; Musyoka, Sonnia N.; Ng’ang’a, Felista M.; Ngei, Lucia M.; Wafula, Humphrey; Mbuthia, Kezia W.; Matata, Joseph Land degradation driven by unsustainable land use practices is a serious concern, especially in Kenya’s arid and semi-arid lands, and it has led to soil erosion, loss of vegetation cover, and reduced agricultural productivity. The consequences include declining crop yields and increased vulnerability to climate change impacts like droughts and floods. Famer Managed Natural Regeneration (FMNR) is one of the low-cost agroforestry practices being promoted in land restoration. Data collected from a cross-sectional baseline study conducted by World Vision Kenya in July 2024 in the counties of Makueni, Kajiado and Narok was used to demonstrate the economic benefits of FMNR to farmers practising it. The study analyses (1) FMNR’s association with crop and livestock yield improvements and resulting income changes; (2) its contribution to enhanced soil fertility and water retention, which bolster agricultural resilience and reduce the cost of regeneration. A total of 1628 farmers from four areas within the three counties were sampled for the study and interviewed using a semi-structured questionnaire. This information was complemented by focus group discussions and key informant interviews. The benefits of FMNR accruing to farmers were categorised into increased crop yields, increased pasture yields, improved soil fertility and reduced costs of regenerating land. The benefits were compared between FMNR and non-FMNR farmers. The data was then analysed using descriptive and inferential statistics. Results show that more than 50% of the farmers reported high crop yield, indicating the potential of FMNR to increase crop productivity. Furthermore, there are significant differences in pasture yields (χ² = 72.05, p0.05 < 0.05), soil fertility (χ² = 237.76, p0.05 < 0.05) and cost of land regeneration (χ² = 20.72, p0.05 < 0.05) between FNMR and non-FMNR farmers. There were significant differences in soil fertility perceptions across the study sites (p 0.05 = 0.029568), with Kajiado farmers perceiving the highest soil fertility attributed to the practice of FMNR. It was concluded that tangible economic benefits in terms of increased crop yield, pasture yields and soil fertility are realised by farmers who have embraced FMNR at the onset of the project. These benefits are attributed to increased environmental services associated with complex interactions between trees, crops, animals and the abiotic environment. It was recommended that longitudinal data over the life of the project should be collected in order to quantify the actual benefits accruing to farmers adopting FMNR practice. DOI: https://doi.org/10.37284/2707-4307

Challenges experienced in the implementation of the competence based curriculum (CBC) in public junior secondary schools in Kenya

2025-03-11T00:00:00Z

Challenges experienced in the implementation of the competence based curriculum (CBC) in public junior secondary schools in Kenya Kawinzi, Jeremiah M. This study sough to determine the challenges facing the implementation stage of the competency-based curriculum in junior secondary schools in Kenya. Kenya has been offering the 8-4-4 since 1983. This was a curriculum in which many teachers were trained. The competence based- curriculum marks a mile stone in education since it is shifting education from memorizing and knowledge base to skills acquisition and long-life learning. The study collected both primary and secondary data through observation and reviewing findings form past research studies. Thematic content analysis was done to analyze the data. The study targeted 204 public junior secondary school teachers. The study used Simple random sampling technique to sample to sample 100 junior school teachers. Study employed observation and interview as data collection tools. The study found out that inadequate training of the teachers handling the CBC is a challenge. Lack of adequate resources is also a major challenge since junior schools lack classrooms, laboratories and well as sanitary facilities. Lack of good will by the heads of the institutions towards junior school teachers possess a challenge. Finally, lack of internet connectivity is a challenge facing ICT integration among many schools. The study recommends for the government to avail enough resources to ensure effective implementation of the CBC. It is also recommended that the heads of institutions should have good will towards the junior school teachers. DOI: 10.47772/IJRISS