Influence of instructional leadership on implementation of early years of education curriculum in Moiben Sub-County, Kenya

Abstract

This study sought to examine the influence of school leadership on the implementation of Early Years of Education (EYE) curriculum in Moiben Sub County, Kenya. It also sought to examine how school leaders contribute to the successful implementation of the EYE curriculum. A sample of pre-primary curriculum teachers, school administrators, and Board of Management participated in the study to gather their perspectives on the leadership practices that facilitate or hinder curriculum implementation. The study utilized a mixed-methods approach, combining questionnaires and interviews, thematic and document analysis to collect and analyze data. The findings of the study indicate that at 0.95 confidence interval level, r= 0.258. This proves that there is a positive relationship between the two variables. The results also show a statistically significant relationship (p ≤ 0.05) between instructional leadership on implementation of early years of education. The study concludes that school leadership significantly influences the implementation of the Early Years of Education curriculum, with administrative leadership having the strongest impact, followed by supervisory practices and instructional leadership. It is recommended that the Ministry of Education, in collaboration with Teacher Service Commission (TSC), should provide targeted professional development for headteachers to strengthen instructional leadership skills, focusing on curriculum guidance, teacher mentorship, and fostering learner-centered teaching practices.