Influence of Parental Role Construction on the Implementation of the Competency-Based Curriculum in Public Primary Schools in Nakuru County, Kenya

Abstract

The implementation of the Competency-Based Curriculum (CBC) remains a key priority in Kenya’s ongoing educational reforms, aimed at fostering practical skills, values, and competencies among learners. Its successful rollout, however, largely depends on the active stakeholder engagement, most notably, parents. This study examined the influence of parental role construction on the implementation of the Competency-Based Curriculum (CBC) in public primary schools in Nakuru County, Kenya. Guided by Hoover-Dempsey and Sandler’s Theoretical Model of the Parental Involvement Process, the research explored how parents’ beliefs about their educational roles relate to CBC implementation. Using a mixed methods approach and a convergent research design, data was collected from 248 parents, 13 teachers, and 10 PTA representatives through questionnaires, interviews, and focus group discussions. Quantitative data were analyzed using descriptive statistics and linear regression, while qualitative data underwent thematic analysis. Findings showed a moderate positive correlation (R²= .548, p < 0.05) between parental role construction and CBC implementation, with role construction explaining 30.1% of the variance in implementation success. Qualitative findings revealed that, while parents agreed on their responsibilities, such as attending meetings, communicating with teachers, and supporting home learning, their involvement in school events and volunteering activities varied. The study concludes that parents’ perceptions of, and adherence to, their educational roles significantly affect CBC implementation. It is recommended that stakeholders develop targeted awareness programmes to clarify parental roles, build capacity through training and resources, and facilitate sustained communication between schools and families to support effective curriculum implementation.