Parental Involvement in Supporting Competency-Based Curriculum Implementation: Evidence from Public and Private Junior Schools in Upper Eastern Kenya
DOI:
https://doi.org/10.54536/ajelps.v2i2.8537Keywords:
Administrative Support, Competency-Based Curriculum, Educational Equity, Junior School, Parental Involvement, KenyaAbstract
The rollout of the Competency-Based Curriculum (CBC) in Kenya marks a transformative shift toward learner-centered pedagogy and continuous assessment. However, successful implementation relies heavily on extending learning beyond the classroom into home environments. Despite national policy mandates, significant variations persist in how parents engage with school activities, creating disparities in curriculum execution across public and private Junior Schools. This study evaluated parental involvement in supporting CBC implementation in public and private Junior Schools in the Upper Eastern Region of Kenya (Isiolo, Marsabit, Meru, and Tharaka-Nithi counties) and tested whether significant differences exist between school categories. Utilizing a comparative cross-sectional survey design within a descriptive framework, the study targeted 5,116 education stakeholders. A sample of 403 respondents comprising headteachers, teachers, Parents Association (PA) representatives, and County Quality Assurance and Standards Officers (CQASOs) were selected via stratified simple random and purposive sampling. Data were collected using structured questionnaires and key informant interview guides. Response rate validation yielded n = 369 (91.6%), with a sub-sample of N = 264 educators analyzed for comparative classroom dynamics. Parametric diagnostic tests (normality, collinearity, homoscedasticity, and residual independence) were verified. Analysis utilized descriptive statistics, Independent Samples t-tests, Chi-square (χ^2) tests of independence, and thematic analysis. School-parent communication (M = 4.25 headteachers; M = 4.02 teachers) and routine homework supervision (M = 4.18 headteachers; M = 3.87 teachers) emerged as the highest-rated dimensions of parental engagement. Conversely, assistance with project-based learning received the lowest ratings (M = 3.77 headteachers; M = 3.51 teachers), constrained by limited parental pedagogical knowledge, financial burdens, and time demands. Inferential testing rejected the null hypothesis (H_01), demonstrating that parental involvement was significantly higher in private Junior Schools (M = 4.12, SD = 0.54) than in public Junior Schools (M = 3.74, SD = 0.72), t (262) = 4.312, p < .001. Furthermore, administrative support mechanisms were significantly stronger in private schools (χ^2 = 14.962, p = .001). The findings highlight a structural divide where market-driven accountability in private institutions fosters stronger parental collaboration and administrative supervision compared to public schools. To ensure educational equity, the Ministry of Education and Teachers Service Commission should formalize structured parental engagement protocols, offer community orientation workshops demystifying CBC assessment rubrics, and strengthen instructional leadership mentoring in public Junior Schools.
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