INFLUENCE OF HEADTEACHERS’ MANAGEMENT OF PHYSICAL INFRASTRUCTURE ON ATTAINING CBE-SET GOALS AMONG JUNIOR SCHOOL LEARNERS IN KAJIADO CENTRAL SUB-COUNTY, KENYA

Catherine Siimoi Metekai, Paul Maithya, Mwaura Kimani

Abstract


This study examined the influence of Headteachers’ Management of physical infrastructure on the attainment of CBE set goals among Grade Seven learners in junior schools in Kajiado Central Sub-County of Kenya. A descriptive survey design was adopted, integrating quantitative and qualitative approaches. The target population comprised 3,640 learners, 520 teachers, and 104 headteachers, from which a sample of 360 learners, 226 teachers, and 11 headteachers was drawn using Yamane’s formula and purposive sampling. Data were collected using questionnaires, observation checklists, headteacher interviews and document analysis of KPSEA records. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed and triangulated with quantitative results. Observation checklist results revealed disparities in infrastructure: while 61.1% of schools had adequate classrooms, 38.9% experienced overcrowding. Only 55.6% had science laboratories and ICT devices, and 61.1% had adequate play materials. Document analysis indicated that KPSEA mean scores averaged 251.67, with attendance rates at 85% and retention rates at 89%, though some schools recorded attendance as low as 75%. These disparities were strongly linked to resource availability. The study concluded that CBE goal attainment in Kajiado Central Sub-County is shaped by physical infrastructure, learning materials, and teacher qualifications. The study recommends increased investment in school physical infrastructure, particularly classrooms, sanitation, and ICT and science facilities, to address overcrowding and resource constraints.

Keywords


headteachers’ management, physical infrastructure, CBE, junior school, Kajiado

Full Text:

PDF

References


Bashir, S., Lockheed, M., Ninan, E., & Tan, J. P. (2018). Facing forward: Schooling for learning in Africa. World Bank Publications. Retrieved from https://www.worldbank.org/en/region/afr/publication/facing-forward-schooling-for-learning-in-africa

Dibaba, D. B., Alemu, B. M., & Debela, S. A. (2024). Impact of water, sanitation, and hygiene (WASH) interventions on gender-specific school attendance and learning outcomes: A systematic review and meta-analysis protocol. PLOS ONE, 19(8). https://doi.org/10.1371/journal.pone.0308144

Education – County Government of Kajiado. (2017). Education sector reports.

Kajiado County Directorate of Education. (2022). County education audit report. Kajiado County Government.

Kenya Institute of Education Development. (2022). Competency-based Education Implementation Guidelines.

Keter, P. K. (2023). Influence of primary schools’ infrastructure on the implementation of the competency-based curriculum: A case of Bomet Central Sub-County, Kenya. Journal of Research Innovation and Implications in Education, 7(2), 199–209. https://doi.org/10.59765/ksun8141

Maluha, D. N., Gakunga, D. K., & Mackatiani, C. I. (2025). Influence of school infrastructure on implementation of competency-based curriculum in public and private primary schools, Vihiga County, Kenya. East African Journal of Education Studies, 8(2), 29–37. https://doi.org/10.37284/eajes.8.2.2826

Mulatya, F., Muna, W., & Kipchumba, H. (2024). Enhancing educational success: Investigating the impact of teacher capacity building on learner outcomes in Makueni County. Reviewed Journal of Social Science & Humanities, 5(1), 358–372. Retrieved from https://mail.reviewedjournals.com/index.php/RJSSH/article/view/226/206

Murithi, J., & Yoo, J. E. (2021). Teachers’ use of ICT in implementing the competency-based curriculum in Kenyan public primary schools. Innovation and Education, 3, Article 5. https://doi.org/10.1186/s42862-021-00012-0

Ngeno, B., Mweru, M., & Mwoma, T. (2021). Availability of physical infrastructure in implementation of the competence-based curriculum in public primary schools in Kericho County. East African Journal of Education Studies, 3(1), 130–146. https://doi.org/10.37284/eajes.3.1.344

OECD. (2021). Teachers and leaders in vocational education and training. OECD Publishing. Retrieved from https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/03/teachers-and-leaders-in-vocational-education-and-training_5641deea/59d4fbb1-en.pdf

Schleicher, A. (2018). World class: How to build a 21st-century school system. OECD Publishing. Retrieved from https://www.oecd.org/content/dam/oecd/en/publications/reports/2018/05/world-class_g1g8d583/9789264300002-en.pdf

Too, B. C., Kipkoech, L., & Keter, J. (2024). Level of infrastructure and resource preparedness in the implementation of competency-based Education in junior schools in Baringo County, Kenya. Journal of Research Innovation and Implications in Education, 8(2), 173–182. Retrieved from https://www.jriiejournal.com/level-of-infrastructure-and-resource-preparedness-in-the-implementation-of-competency-based-curriculum-in-public-primary-schools-in-baringo-county-kenya/

UNESCO. (2020). Global education monitoring report: Inclusion and education – All means all. UNESCO Publishing.




DOI: http://dx.doi.org/10.46827/ejes.v13i10.7052

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Catherine Siimoi Metekai, Paul Maithya, Mwaura Kimani

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).