Abstract

The study aims to examine how headteachers’ financial management skills affect finance management which is a key aspect in implementing the Competency Based Education in junior schools. Domiciling junior school in primary schools has expanded the financial responsibilities of head-teachers. The allocation of relatively high amounts of funds and the rising demand for resources in junior schools pose great challenges to head-teachers with limited knowledge on financial management. Despite training head-teachers and accounts clerks on school financial management, gaps remain in procedures and reporting on the use of finances in junior schools. The study objectives were to establish how head-teachers’ financial planning and budgeting skills, procurement skills, and financial reporting skills affect the acquisition of resources necessary for Competency Based Education implementation. The study used a mixed approach design. The study sampled 50 public primary schools’ head-teachers, 50 accounts clerks, and 1 schools’ auditor. Questionnaires were used to obtain data from all respondents. Qualitative data was analyzed thematically. Quantitative data were collected, formatted and analyzed using descriptive statistics (means and standard deviations) while inferential statistics used in the analysis included the chi-squire test and Pearson correlation. The presentation of findings was done using tables and graphs. The findings established a statistically significant relationship between head-teachers’ financial management skills and resource acquisition for CBE implementation. Effective budgeting and financial planning positively correlated with timely procurement and supply of CBE materials. Procurement skills were established to have a positive influence on cost-efficiency and the quality of learning resources acquired. Additionally, financial reporting skills promoted accountability and enhanced stakeholder confidence. In conclusion the study noted that strengthening head-teachers’ financial management skills is crucial for the effective implementation of CBE. The study recommends continuous capacity-building of head teachers on school financial management, integration of financial management modules in leadership and management training and formulation of policies for standardized financial management practices in junior schools to ensure effective utilization of funds for successful CBE implementation.