The Effect of Staff Recruitment Strategies on CBE Implementation in Junior Secondary Schools in Webuye West Sub-County, Kenya.

Abstract: The Government of Kenya is transitioning from the 8-4-4 system to the Competency Based Education (CBE) to develop a knowledge-based society capable of competing in the global job market. This study examined Board of Management (BOM) strategies for implementing CBE in Junior Secondary Schools within Webuye West sub-county, focusing on staff recruitment effectiveness, infrastructure development adequacy, and financial resource mobilization strategies. Grounded in Change Management theory. The study adopted a descriptive survey research design. The target population was 4565 respondents and 55 schools. Fowler’s formula was used to determine the appropriate sample size for each group. These included 48 BOM members, 48 headteachers, 110 teachers, and 353 students. Data collection involved questionnaires, interview guides and document analysis. Validity was established through supervisor appraisal and content validity measures, while reliability was confirmed using test-retest techniques with Pearson Correlation Coefficient computation. Both quantitative and qualitative data were analyzed using descriptive and inferential statistics, including linear regression, achieving a 97.9% response rate. Staff Recruitment significantly influenced CBE implementation (β = 0.379, p = 0.000), explaining 46.1% of variance in outcomes. It was concluded; that BOM strategies positively impact CBE implementation, with effectiveness significantly enhanced by supportive government policies. Based on the findings and conclusions, the study recommended that there is need for strengthening recruitment and professional development practices. This research provides critical guidance for educational policymakers, school administrators, and stakeholders involved in curriculum reform implementation across similar contexts.

Staff Recruitment, Implementation, Junior Secondary, Competency Based Education

1. Adom, D., Hussein, E. K., & Agyem, J. A. (2018). Theoretical and conceptual framework: Mandatory ingredients of a quality research. International Journal of Scientific Research, 7(1), 438–441. [Google Scholar] [Crossref]

2. Akala, B. M. M. (2021). Revisiting education reform in Kenya: A case of competency-based curriculum. Social Sciences and Humanities Open, 3(1), 100107. https://doi.org/10.1016/j.ssaho.2021.100107 [Google Scholar] [Crossref]

3. Kalkbrenner, M. T. (2021a). Competency-based education: The future of higher education. https://www.research.net/publication/365667318-competency-Based-Education-The-Future-of-Higher-Education [Google Scholar] [Crossref]

4. Kalkbrenner, M. T. (2021b). The MEASURE approach: A practical guide to instrument development and score validation in the social sciences. Practical Assessment, Research, and Evaluation, 26(1). https://doi.org/10.7275/svg4-e671 [Google Scholar] [Crossref]

5. Kenya Institute of Curriculum Development (KICD). (2018). Implementation of competency-based curriculum in primary schools in Kenya. [Google Scholar] [Crossref]

6. Kenya Institute of Curriculum Development (KICD). (2021). Reports on CBC rollout in Kenya. [Google Scholar] [Crossref]

7. Kindsiko, E., & Poltimae, T. (2022). Determining optimal sample size and sampling methods for social science research. Journal of Qualitative Inquiry, 30(3), 415–428. [Google Scholar] [Crossref]

8. Mbii, M., Magoma, C. M., & Waweru, S. N. (2020). Composition and practices of secondary school boards of management: Lessons from Kenya. American Journal of Educational Research, 8(5), 299–303. [Google Scholar] [Crossref]

9. Ministry of Education. (2021). CBC implementation guide for junior secondary schools. Nairobi: Government Press. [Google Scholar] [Crossref]

10. Mitchell, M. L. (1996). Introduction to statistics and data analysis. McGraw-Hill. [Google Scholar] [Crossref]

11. Momanyi, J. M., & Rop, P. K. (2020). Teacher preparedness in the implementation of CBC in Kenya: A survey of early grade primary school learners in Bomet East Sub-County. The Cradle of Knowledge: African Journal of Education and Social Science Research, 7(1), 10–15. [Google Scholar] [Crossref]

12. Mulenga, I. M., & Kabombwe, Y. M. (2019). Understanding a competency-based curriculum and education: The Zambian perspective. International Journal of Education and Research, 7(2), 157–166. [Google Scholar] [Crossref]

13. Mwang’ombe, A. M. (2021). Competency-based curriculum (CBC) in Kenyan schools. International Journal of Education and Research, 9(9), 123–135. [Google Scholar] [Crossref]

14. Wakasiaka, M., Maiyo, J., & Barasa, J. (2024). Headteachers’ preparedness for the implementation of competency-based curriculum in public primary schools in Trans-Nzoia County, Kenya. International Journal of Trend in Scientific Research and Development, 8(5), 446–455. [Google Scholar] [Crossref]

• Advanced Digital Communication Strategies: A Comprehensive Analysis
• Developing an Explainable AI System for Digital Forensics: Enhancing Trust and Transparency in Flagging Events for Legal Evidence
• The Global Impact of Government Censorship on Women’s Access to Information: A Literature Review
• "Reimagining Higher Education Workspaces: A Review on The Transformative Role of Digital Technology Adoption"
• Improved CSP Efficiency: Innovations and Challenges in Thermal Energy Storage Systems