Influence of Leadership Roles in Public Early Childhood Development Education Centers on Transition to Competence Based Curriculum in Msambweni Sub-County
Mulandi, Josephine Mumbua
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The study intended to find out influence of leadership roles on the transition of Early Childhood Development Education to Competence Based Curriculum in Msambweni Sub County. The focus was Head teachers, teachers and BOMS of the sampled schools. Countries which transcended from one curriculum to the other have been discussed in the background of the study. Theories guiding the study were contingency theory by Fielder, participative theory, management theories by Henri Fayol and Trait theory of leadership. The theories discussed about leadership roles and effectiveness in an organization empirical literature on mentorship as the role of the leader, planning, commitment and motivation has been discussed in conceptual frame work of leadership roles. The research design used was descriptive and the parameter was Msambweni Sub County. The target population was 107 ECDE head teachers 214 class teachers and 107 Board of Management Committee making a total of 428. The sampling procedure was cluster sampling. A sample of 68 respondents comprising 17 head teachers, 34 class teachers and 17 members of Board of Management was arrived at. The research instrument used was a questionnaire and data collected was analyzed using descriptive statistics. Chi-square tests with Cramer’s V were used to find out the influence of leadership on transition of Competence Based Curriculum. Tables were used to present findings. The study found out that the leaders in ECDE centers in Msambweni Sub County exhibited great mentorship in their schools. Leaders were good in their planning role of leadership but had poor commitment. Leaders in ECDE centres in Msambweni Sub County were found to have motivated their teachers and members of staff to a moderate extent. Chi-square tests showed that mentorship, planning and motivation roles of a leader were significant. Going by the Cramer’s V values motivation was the most influencing followed by mentorship, planning and commitment in that order. All Cramer’s V values were positive indicating that mentorship, planning commitment and motivation roles of a leader lead to improved transition of competence based curriculum. The study therefore concluded that leadership influences transition of Competence Based Curriculum in Msambweni sub county public ECDE centers. Specifically, good leadership enhances transition of Early Childhood Development and Education curriculum.