Influence Of Transformational Leadership Practices on Mobilization and Management of Financial Resources for the Implementation of Competency-Based Education in Public Junior Secondary Schools in Kisii County

Abstract

Since inception the new competency-based curriculum has been marred with myriads of challenges to its current implementation level in Junior schools (JS). Some of these challenges have been attributed to ineffective leadership. This research seeks to interrogate the influence of Transformative leadership on efficacious implementation of CBE in junior schools in Kisii County. Specifically, the research aims to: Influence of transformational leadership practices on mobilization and management of financial resources for the Implementation of Competency-Based Education in Public Junior Secondary Schools in Kisii County. Descriptive survey design with a mixed-methods strategy was utilized. The sample constituted of 138 head of institutions,379 facilitators and 11 Sub-County Quality and Standards Officers selected through stratified sampling. Field data collected was analysed qualitatively and quantitatively through descriptive and inferential statistics.The results established that transformational leadership exerts statistically significant multivariate effects on CBE implementation outcomes. At the univariate level, the combined leadership dimensions accounted for a moderate proportion of variance across domains (R² ≈ .232 to .261). Inspirational Motivation and Individualized Consideration demonstrated stronger effects in mobilization and management of financial resources. Structural Equation Modelling (SEM) confirmed that all four leadership dimensions had positive and significant direct effects on financial management. The study recommends: strengthening leadership through focused professional development for school heads and CBE coordinators; enhancing government support through timely capitation release, definite guidelines, structured monitoring and feedback; institutionalizing collaborative leadership to promote teacher involvement, communication, and shared ownership of CBE reforms. Significantly the study findings will inform junior school CBE leadership policies on financial management.