Relationship Between Leadership Practices And Implementation Of Integrated Science In Competency Based Curriculum In Junior Secondary Schools In Westlands Subcounty Kenya

Abstract

The implementation of integrated science as a learning area in the Competency-based curriculum (CBC) has generated significant interest among scholars in Kenya due to its novel approach to education. Despite its potential benefits, the implementation of integrated science as a learning area in the CBC in junior secondary schools has faced challenges and criticism since its introduction. The purpose of this study is to assess the relationship between leadership practices and implementation of integrated science in the competence-based curriculum in junior secondary schools in Westlands Subcounty. The objectives of the study were to examine the relationship between teacher knowledge; teacher professional development and provision of resources by school leaders for instructional support in the implementation of Integrated Science in junior secondary schools in Westlands Subcounty. The social development theory and participative leadership theory grounded the study. A correlational research design was used. The target population were teachers, heads of departments and principals in the 30 junior secondary schools in Westlands Subcounty. A census was conducted for the integrated science teachers while 30% of heads of departments and principals were purposively selected. Data was collected through mixed methods. A structured questionnaire was distributed to all the teachers of integrated science in JSS schools. Interviews were conducted with heads of departments and principals. A pilot study was conducted in at Moi Educational Centre and PC Kinyanjui Road Primary School to establish the validity and reliability of the data collection tools. Quantitative data was analyzed using the Statistical Package for Social Sciences version 29, employing correlation and regression analysis techniques. Qualitative data was analysed thematically. Results showed that teacher knowledge positively correlated with implementation of integrated science in the CBC in JSS(r=0.926 p=0.000). teacher professional development opportunities positively and significantly correlated with implementation of integrated science in the CBC in JSS(r=0.923, p=0.000). It was established that provision of resources by school leaders for instructional support significantly and positively correlated with implementation of integrated science in the CBC in JSS(r=0.855, p=0.000). This study concludes that, despite teachers' strong understanding of integrated science, they face challenges due to a lack of resources, such as teaching materials and laboratory equipment. There was an increase in teacher workload, yet few received sufficient job training or continuous education opportunities in integrated science. The study concludes that, while the types of resources provided are relevant for instructional teaching, there is inadequacy in the provision of teaching resources. The study recommends that JSS should prioritize the development and procurement of comprehensive teaching materials and laboratory equipment to support integrated science instruction. The study suggests that JSS should encourage greater involvement in research activities and professional organizations to promote continuous professional growth. Principals should receive further support and resources to overcome challenges encountered with educational software and multimedia resources, ensuring seamless integration into integrated science teaching practices.