INFLUENCE OF HEAD TEACHERS’ SUPERVISION AND PLANNING STRATEGIES ON LEARNER OUTCOMES UNDER THE COMPETENCY-BASED CURRICULUM (CBC) IN PRIMARY SCHOOLS IN GANZE SUB-COUNTY, KILIFI COUNTY, KENYA
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Abstract
This study investigated the influence of head teachers’ supervision and planning strategies on learner outcomes under the Competency-Based Curriculum (CBC) in primary schools in Ganze Sub-County, Kilifi County, Kenya. Using a mixed-methods descriptive survey design, data were collected from 247 respondents (106 head teachers, 212 teachers, 318 learners, and 8 education officers) via questionnaires, interviews, and document analysis. Quantitative findings revealed strong positive practices in supervision (classroom observations, M = 4.63; feedback, M = 4.67) and planning (resource allocation, M = 4.97; curriculum alignment, M = 4.65). Regression analysis showed a robust relationship (R = 0.912, R² = 0.831) between the two independent variables and CBC learner outcomes, with supervision exerting a stronger effect (β = 0.662) than planning (β = 0.187). Qualitative insights highlighted the role of consistent monitoring and participatory planning in fostering teacher accountability and competency acquisition, though gaps in long-term strategic planning and resource constraints persist. Anchored in Systems Theory and the School Effectiveness Model, the study concludes that enhanced head teacher capacity in supervision and inclusive planning is critical for CBC success in rural contexts. Recommendations include targeted TSC training, MoE resource support, and school-level participatory planning frameworks.
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