Board of Management Strategies and the Implementation of Competency Based Education in Junior Schools in Webuye West Sub-County

The implementation of Competency-based curriculum in Junior schools in Kenya has faced persistent challenges related to staffing, infrastructure and financing. While BOM act as agents of the TSC and MOE, limited empirical evidence exists on how their strategies influence CBE implementation. This study investigated the BOM strategies and the implementation of CBC in Junior schools in Webuye West sub-county. The objectives were to; assess staff recruitment strategies employed by BOM to implement CBE in Webuye west sub-county, evaluate infrastructure development strategies employed by BOM and lastly examine financial mobilization strategies employed by BOM to implement CBE in junior schools in Webuye west sub-county. The study adopted a descriptive survey research design targeting 55 schools. The sample size was 48 BOMs, 48 headteachers, 165 teachers, and 353 students. Data collection involved questionnaires and interview guides. Validity was established through supervisor appraisal and content validity measures, while reliability was confirmed using test-retest techniques with Pearson Correlation Coefficient computation. Both quantitative and qualitative data were analyzed using descriptive and inferential statistics, including linear regression. Staff recruitment strategies significantly influenced CBE implementation, Infrastructure development was also proved statistically significant. Financial resource mobilization strategies emerged as the most influential factor. It was concluded that BOM strategies positively impact CBE implementation, with effectiveness significantly enhanced by supportive government policies. Based on the findings and conclusions, the study recommended that there is need for strengthening recruitment and professional development practices, infrastructure improvements and exploration of alternative funding avenues. This research provides critical guidance for educational policymakers, school administrators, and stakeholders involved in curriculum reform implementation across similar contexts.