Educational Management

Permanent URI for this collectionhttps://repository.chuka.ac.ke/handle/chuka/277

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Browsing Educational Management by Subject "Instructional supervision"

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    Selected teacher management strategies influencing implementation of competency based curriculum in public junior secondary schools in igembe south sub County, Meru county, Kenya
    (Chuka University, 2024) Thuranira James
    Teachers are pivotal figures in curriculum implementation embodying the essential elements of knowledge, experience, competencies, and skills. Teachers’ roles extend to translating a curriculum into practical classroom experiences, ensuring that students gain the necessary knowledge and skills for success. Several studies underscores the paramount importance of teachers in offering quality education, emphasizing their roles in teaching, classroom management, and competencies. The study explored the role of teacher management strategies, including instructional supervision strategies, collaborative planning strategies, professional development strategies, and motivational strategies, in the effective implementation of the Competency-Based Curriculum (CBC) public Junior Secondary Schools in Igembe South Sub County, Meru County. A descriptive study design was used due to its appropriateness for a sizable population targeting 207 individuals comprising, 50 head teachers, 156 teachers and 1 sub-county director of education. Simple random sampling was used to select 112 junior school teachers while proportionate sampling was employed for 25 head teachers (5 from each ward) and one Sub County Director of Education. Questionnaires and Interviews were used as research instruments to collect data and were validated through a pilot test with 20 individuals from the study sample and reliability testing involving Cronbach alpha coefficient of 0.75 which met the threshold of 0.7 was used to ensure effectiveness. To analyze the data, descriptive and inferential statistics including summary of the data in terms of frequencies, cross tabulations, and qualitative analysis of responses were employed, as well as inferential statistics procedures including hypothesis testing. The findings revealed that instructional supervision significantly influenced CBC implementation, recognizing the positive impact of consistent supervision. Collaborative planning was also crucial in CBC implementation, with teachers highlighting its significant benefits. However significant gaps in professional development and motivation strategies were also identified. Few teachers received comprehensive CBC training, and others reported dissatisfaction with motivational strategies. Enhancing teacher motivation, improving professional development, and fostering collaborative practices are essential for successful CBC implementation. The study recommended prioritizing teacher motivation, expanding professional development, and training school managers to better support teachers.