The Effect of Staff Recruitment Strategies on CBE Implementation in Junior Secondary Schools in Webuye West Sub-County, Kenya

The Government of Kenya is transitioning from the 8-4-4 system to the Competency Based Education (CBE) to develop a knowledge-based society capable of competing in the global job market. This study examined Board of Management (BOM) strategies for implementing CBE in Junior Secondary Schools within Webuye West sub-county, focusing on staff recruitment effectiveness, infrastructure development adequacy, and financial resource mobilization strategies. Grounded in Change Management theory. The study adopted a descriptive survey research design. The target population was 4565 respondents and 55 schools. Fowler’s formula was used to determine the appropriate sample size for each group. These included 48 BOM members, 48 headteachers, 110 teachers, and 353 students. Data collection involved questionnaires, interview guides and document analysis. Validity was established through supervisor appraisal and content validity measures, while reliability was confirmed using test-retest techniques with Pearson Correlation Coefficient computation. Both quantitative and qualitative data were analyzed using descriptive and inferential statistics, including linear regression, achieving a 97.9% response rate. Staff Recruitment significantly influenced CBE implementation (β = 0.379, p = 0.000), explaining 46.1% of variance in outcomes. It was concluded; that BOM strategies positively impact CBE implementation, with effectiveness significantly enhanced by supportive government policies. Based on the findings and conclusions, the study recommended that there is need for strengthening recruitment and professional development practices. This research provides critical guidance for educational policymakers, school administrators, and stakeholders involved in curriculum reform implementation across similar contexts.