SECONDARY SCHOOL PRINCIPALS’ PREPAREDNESS ON IMPLEMENTATION OF COMPETENCY BASED EDUCATION

Abstract

The study sought to evaluate the secondary school principals’ preparedness on implementation of competency- based education in Tigania West Sub County. The objectives of the study were to find out ways principals’ ensured stability of school human resource in readiness to implementing competency-based curriculum education; establish the school initiatives undertaken by principals in readiness to implementing competency-based curriculum education and assess the principals’ leadership styles exercised during the implementation process in readiness to competency-based curriculum education. The study used descriptive survey design and targeted a population of 867 participants. Using stratified sampling technique based on Yamene sample size tables, sub samples of 10 principals, 30 HoDs, 60 teachers and 10 parents were obtained. Observation schedules, checklists, questionnaires, and interviews were used. Quantitative and qualitative data was analyzed using descriptive statistics and statistical packages for social sciences version 20.0 respectively. The major findings of the study showed that; 80 % of the principals supported both teaching and non-teaching staff by facilitating them to attend to relevant workshops and seminars, being sensitive to individual needs, organizing separate joint retreats and educational trips for each category. 44.7% and 21.3% of the secondary school principals employed democratic leadership; and engaged networking and linkages to create network with local NGOs and agencies to harness learning resources in readiness for CBC implementation respectively. Further, 90% of the parents lamented additional costs they incurred in preparation for CBC. The study concluded that most of the schools were on high gear preparing for implementation of CBC. The study recommended for a harmonized way of mobilizing resources for secondary schools within the constituencies via the elected leaders’ offices so as not to leave behind some secondary school.