Transformational Leadership Practices and Facilitators’ Commitment in Implementing Competency-Based Education in Public Junior Secondary Schools in Kisii County

Abstract

Since its inception, the new curriculum has faced numerous challenges in its implementation within Junior Secondary Schools. Ineffective leadership has been identified as a key contributor to these challenges. This study examined the influence of transformational leadership practices on facilitators’ commitment to implementing Competency-Based Education (CBE) in Kisii County. A descriptive survey design employing a mixed-methods strategy was adopted. Stratified random sampling was used to select participants, while Sub-County Quality Assurance Officers were included through a census. The sample comprised 230 heads of institutions, 299 facilitators, and 11 Sub-County Officers. Data were collected using interviews for heads of institutions and Sub-County officers, and questionnaires for facilitators. Data analysis combined qualitative and quantitative approaches, including Chi-square tests, Spearman correlation, multivariate regression, and structural equation modelling. Ethical considerations were observed throughout. Findings confirmed a significant positive relationship between transformational leadership and facilitators’ commitment. Multivariate tests revealed a strong overall leadership effect (Wilks’ λ, p < .001). Follow-up regression analyses identified Idealised Influence (β ≈ .30, p < .001) and Intellectual Stimulation (β ≈ .25, p < .01) as the strongest predictors of facilitators’ commitment. The results indicate that leaders who act with professional integrity, articulate a clear vision, and foster innovation significantly enhance facilitators’ commitment to CBE implementation. The study recommends continuous professional development initiatives to strengthen transformational leadership competencies, particularly intellectual stimulation, inspirational motivation, and individualised consideration, while emphasising dimensions most strongly supported by the data. These findings contribute to policy development on leadership and curriculum delivery in junior secondary CBE implementation.