Assessing influence of family school partnerships on primary school teachers’ implementation of Competency-Based Curriculum in Kibra Constituency, Nairobi, Kenya

Abstract

This study assessed influence of family-school partnerships on primary school teachers' implementation of the Competency-Based Curriculum (CBC) in Kibra Constituency, Nairobi, Kenya. The study had the following objectives, to: examine the extent to which family-school communication influences teachers’ implementation of CBC, to establish relationship between family-school decision-making and teachers’ implementation of CBC, and assess the extent to which parent-teacher relationships influence teachers’ implementation of CBC in Kibra Constituency, Nairobi County, Kenya. The research was anchored on Joyce Epstein’s Family- School Partnership Theory. A convergent parallel mixed-methods design was adopted for the study. The target population included public primary school head teachers, teachers, Parent Teacher Association (PTA) chairpersons, and the Quality Assurance and Standards Officer (QASO). For the quantitative component, simple random sampling was employed to select 301 out of 550 teachers in Kibra Constituency, ensuring an unbiased and representative sample for statistical analysis. For the qualitative component, purposive sampling was used to select all 22 public primary schools, 22 head teachers, 22 PTA chair persons, and one QASO, ensuring that key informants with relevant expertise and experience were included to provide in-depth insights. A questionnaire was used to collect data from teachers, while interview guides were used to gather information from head teachers, parent representatives, and the QASO. The quantitative instrument was validated by consulting research experts, while the qualitative instrument was validated using the member-checking technique. Content validity and split-half reliability ensured the reliability of the quantitative instrument, yielding a reliability coefficient of 0.80, which was considered acceptable. Member checking was used to verify the reliability of the qualitative instrument. Descriptive statistics (frequencies and percentages) were used to analyze quantitative data, which was processed using SPSS version 25. Quantitative findings were presented using tables, pie charts, and graphs, while qualitative data was analyzed thematically and presented as narratives and direct quotations. The study revealed that conferences and parent-teacher seminars in schools facilitate discussions on students' academic progress, thereby enhancing the implementation of CBC. However, limited support for family-school partnerships hinders students' academic progress. The study concluded that parents in Kibra face challenges in contributing to the formulation of school policies, which in turn affects curriculum implementation. Based on these findings, the study recommends that the government develop and implement policies that promote effective family-school partnerships.