An Assessment of the Availability of Resources and Challenges of Head Teachers in Primary and Junior Schools in Garissa Township Sub-County, Kenya

Abstract

The transition to the Competency-Based Curriculum in Kenya has significantly expanded the roles of head teachers, particularly with the integration of junior schools within primary school premises. This study assessed the relationship between the availability of resources and the challenges facing head teachers in primary and junior schools in Garissa Township Sub-County, Garissa County, Kenya. The study targeted 346 teachers in public primary and junior schools in Garissa Township Sub-County. A sample size of 186 teachers was obtained using Yamane's formula. The primary research instrument for collecting quantitative data was a structured questionnaire. The data was analysed quantitatively to yield descriptive statistics, while Pearson's Product-Moment Correlation Analysis was employed to determine the relationship between the availability of resources and the challenges facing head teachers. The findings revealed a statistically significant negative correlation between the availability of resources and challenges facing head teachers (r=−.329, N=166, p<.001). This indicates that as the availability of resources increases, the challenges faced by head teachers tend to decrease. Despite its statistical significance, the correlation was of a weak to moderate strength, suggesting that while resource provision is important, it is not the sole determinant of management challenges. The study highlights the critical need for enhanced resource allocation and strategic management support to alleviate the burdens on head teachers, thereby contributing to improved educational outcomes in the region.