Influence of School Leadership on the Implementation of Early Years of Education in Moiben Sub-County, Uasin Gishu County

Abstract

This research study explores the influence of school leadership on the implementation of Early Years of Education (EYE) curriculum in Moiben Sub County, Kenya. The purpose of the study is to examine how school leaders contribute to the successful implementation of the EYE curriculum. The objectives of the study are to: examine the influence of instructional leadership, assess the impact of administrative leadership and analyze the supervisory practices and their influence on the implementation of EYE in Moiben Sub-County, Kenya. 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 school leadership significantly influences the implementation of the EYE curriculum. Instructional leadership had a positive influence on implementation, with a coefficient of β = 0.122. Correlation Analysis showed that administrative leadership showed a moderate and statistically significant positive relationship with the implementation of early years’ education (r = 0.463, p ≤ 0.05). Supervisory practices also demonstrated a moderate but statistically significant positive relationship with the implementation of early years’ education (r = 0.018, p ≤ 0.05). 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 targeted leadership training and enhanced support systems be provided to strengthen these leadership dimensions for more effective curriculum implementation.