| dc.description.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. | en_US |
