Relationship Between Parental Empowerment and the Implementation of Competency-based Curriculum in Public Primary Schools in Baringo Central Sub-County, Kenya

Abstract

Abstract Parents are globally recognized as key stakeholders in the implementation of the curriculum. In Kenya, they play a vital role in the Competency-Based Curriculum (CBC), yet limited attention has been given to their empowerment in supporting its implementation. This study examined the relationship between parental empowerment and the implementation of CBC. The study focused on four objectives: To examine the relationship between parental empowerment through training and the implementation of CBC, to assess the relationship between parental empowerment through advocacy and the implementation of CBC, to examine the relationship between parental empowerment in resource provision and to examine the effect of parental empowerment through training, advocacy and resource provision on the implementation of CBC in public primary schools in Baringo Central sub-county, Kenya. The study was guided by Epstein‟s Theory of Parental Involvement and Vygotsky‟s Sociocultural Theory. A Descriptive survey design was employed, targeting 124 Head teachers, 124 Grade Six class teachers, and 2426 Grade Six parents from 124 public primary schools in Baringo Central Sub-County. Slovin‟s formula was used to get the sample size of 344 Grade Six parents, and systematic random sampling was used to select them. Content and construct validity were used to assess the validity of the research instruments. Cronbach's Alpha was used to evaluate reliability. Data were collected through questionnaires and interviews, and analyzed using SPSS Version 29, employing descriptive and inferential statistics, including Pearson correlation, multiple regression, ANOVA, and chi-square tests. The study found a significant association between parental empowerment through training and the implementation of CBC, with a p-value of 0.001 (<0.05). The study established a significant relationship between parental empowerment through advocacy and the implementation of CBC, with a p-value of 0.001 (<0.05). It was also established that there is a significant relationship between parental empowerment through resource provision and the implementation of CBC, with a significant p-value of 0.039 < 0.05. In addition, parental empowerment through training, advocacy, and resource provision has a statistically significant effect on the implementation of CBC, with a significance value of p < 0.05. The study concluded that parents were not adequately trained on CBC and that parental empowerment is key to the success of CBC. The study also found out that parents were more empowered through advocacy than training and resource provision. This study recommends that schools, in collaboration with the Ministry of Education, provide more seminars and workshops for parents on their roles in the CBC. Schools should come up with simpler communication channels for parents for easy communication on matters of CBC. The findings may inform the Kenya Institute of Curriculum Development (KICD) in reviewing policies for better integration of parents in CBC implementation.