INFLUENCE OF INSTRUCTIONAL SUPERVISION ON IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN PREPRIMARY SCHOOLS IN WEBUYE EAST SUBCOUNTY, BUNGOMA, KENYA.

Abstract

The competency-based curriculum was first offered to Kenyan schools in 2017 as a pilot program, and it was adopted in January 2019. As a drastic departure from the 8-4-4 education system, a new 2-6-3-3-3 system was established in 2017. This new system would require two years in preprimary, six in primary, three in junior secondary, three in senior secondary, and three in university. In the majority of English-speaking countries, the Competency-Based Curriculum (CBC) as an approach has resulted in substantive improvements to curriculum in a particular sector of the educational systems. To reap the full gains of this curriculum, there is need for supervision. Supervision ensures quality of the entire programme. This study therefore set out to establish the influence of instruction supervision on the implementation of CBC in preprimary schools in Webuye East Sub-county, Kenya. The specific objectives for the study were; To establish the extent to which instructional supervision has influenced lesson preparation of preprimary teachers in classrooms in Webuye East sub-county, Bungoma County, Kenya; To establish the extent to which instructional supervision has influenced lesson delivery of preprimary teachers in classrooms in Webuye East sub-county, Bungoma County, Kenya; To establish the extent to which instructional supervision has influenced utilization of teaching and learning resources of preprimary teachers in classrooms in Webuye East subcounty, Bungoma County, Kenya. The study was anchored on the Systems Theory to Educational Management by Kaufaman. The population of this study will consist of 316 respondents from Ndivisi,Mihuu and Maraka wards in Webuye East sub-county sampled purposively and stratified random sampling. They include; the 157 head teachers who are charged with the role of supervision, 1 Curriculum Support Officers who coordinate pre-school programmes at ward level, 157 pre-primary teachers, 1 CSO and 1 QASO Officer. A descriptive survey research design was used in the study as this would cater for both qualitative and quantitative data. For Primary data collection questionnaires and interview schedules as well as classroom observation were used. Pearson product moment correlation was used to determine reliability. The quantitative evidence was presented using descriptive statistics such as frequency distribution tables and pie chart figures that displayed the results of the analysis. The findings of the study revealed that Instructional Supervision has a positive effect on the implementation of Competency Based Curriculum. The study recommends more training for preschool teachers on lesson planning of all CBC lesson aspects and records management. The study also recommends employment of more teachers and building of more classes to match the pupil numbers in schools as well as ensure proper lesson delivery. There is also need for the Ministry to come up with a policy document that will guide head teachers on the aspects of Instructional supervision so that it is done systematically. The study has immense significance in the world of academia, besides enhancing the work of pre-school teachers. The study’s findings will also help education stakeholders to understand the challenges faced in Supervision of pre-primary schools and this help it acquire a rightful status.