Influence of Strategic Plan Implementation on Competency-Based Curriculum Performance of Public Primary Schools in Narok South Sub-County, Kenya

Abstract

Background: Despite government investment in the Competency-Based Curriculum (CBC), its implementation in Narok County is below expectations. Purpose: This study investigated the influence of strategic plan implementation on CBC performance in public primary schools within Narok South Sub-County, Kenya. Objectives: The study assessed the influence of teaching and learning infrastructure, teacher training, administrative support, and parental support on CBC performance. Theoretical Framework: The study was guided by Constructivist Theory, the Resource-Based View, and the Synoptic Theory of Strategic Planning. Methodology: A descriptive survey research design was employed. The target population included 9,151 parents, 1,616 teachers, and 4 county education officials. The sample consisted of 321 teachers, 383 parents, and four education officials. Data were collected using questionnaires and interview guides, tested for validity and reliability, and analyzed using SPSS with descriptive statistics and regression analysis. Findings: Teaching and learning infrastructure had a strong positive significant relationship with CBC performance (β = 0.688, p<0.01). Teacher training had a positive significant relationship (β = 0.148, p<0.05). Administrative support (β = 0.119, p>0.05) and parental support (β = 0.085, p>0.05) were positive but not statistically significant. Conclusion: Most schools lacked adequate classrooms, laboratories, and textbooks, although administrators demonstrated effective supervisory roles and collaboration with staff. Recommendation: The government should ensure access to up-to-date technology and sufficient teaching and learning resources. Contribution: The study enhances stakeholders’ understanding of the influence of strategic plan implementation on CBC performance.