INFLUENCE OF HEADTEACHERS’ MANAGEMENT OF PHYSICAL INFRASTRUCTURE ON ATTAINING CBE-SET GOALS AMONG JUNIOR SCHOOL LEARNERS IN KAJIADO CENTRAL SUB-COUNTY, KENYA

Abstract

This study examined the influence of Headteachers’ Management of physical infrastructure on the attainment of CBE set goals among Grade Seven learners in junior schools in Kajiado Central Sub-County of Kenya. A descriptive survey design was adopted, integrating quantitative and qualitative approaches. The target population comprised 3,640 learners, 520 teachers, and 104 headteachers, from which a sample of 360 learners, 226 teachers, and 11 headteachers was drawn using Yamane’s formula and purposive sampling. Data were collected using questionnaires, observation checklists, headteacher interviews and document analysis of KPSEA records. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed and triangulated with quantitative results. Observation checklist results revealed disparities in infrastructure: while 61.1% of schools had adequate classrooms, 38.9% experienced overcrowding. Only 55.6% had science laboratories and ICT devices, and 61.1% had adequate play materials. Document analysis indicated that KPSEA mean scores averaged 251.67, with attendance rates at 85% and retention rates at 89%, though some schools recorded attendance as low as 75%. These disparities were strongly linked to resource availability. The study concluded that CBE goal attainment in Kajiado Central Sub-County is shaped by physical infrastructure, learning materials, and teacher qualifications. The study recommends increased investment in school physical infrastructure, particularly classrooms, sanitation, and ICT and science facilities, to address overcrowding and resource constraints.