Influence of School Leadership Styles on the Implementation of Competency-Based Education in Public Primary Schools: Evidence from Endebess Sub-County, Trans Nzoia, Kenya

Abstract

This study examined the influence of school leadership styles on the implementation of Competency-Based Education (CBE) in public primary schools in Endebess Sub-County, Trans Nzoia, Kenya. Guided by the FullRange Leadership Theory, the study focused on instructional, democratic, transformational, and laissez-faire leadership approaches. A descriptive survey design was adopted, targeting 673 respondents, of which 299 were sampled through stratified random and census techniques. Data were collected using questionnaires and interviews, and analyzed through descriptive statistics, regression, and thematic analysis. Findings showed that instructional, democratic, and transformational leadership styles positively influenced CBE implementation, while laissez-faire leadership had a negative effect. The study concluded that effective leadership, coupled with teacher preparedness and adequate resources, is critical to successful CBE delivery. The paper recommends strengthening instructional and democratic leadership practices, enhancing leadership and teacher training, and improving resource provision.