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 aimed to assess 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 research, which utilised a positivist philosophy adopted correlational research design. The target population for this study consisted of 100 teachers and 25 headteachers working in public junior schools within Tana River County, Kenya. The study employed a census for sampling, where all members of the defined population became respondents (Kothari 2004). Primary data for the study were collected using structured questionnaires, which was tested for validity using content validity and reliability used Cronbach's Alpha at 0.7 threshold. The data was analysed quantitatively to yield descriptive statistics. Then Pearson’s Correlation analysis was employed to establish existence of relationship between headteacher leadership style and Teacher Satisfaction. The data was analysed with help of Statistical Package for the Social Sciences. The findings revealed a statistically significant negative correlation between the availability of resources and management challenges (r=−.329, N=166, p<.001). This indicates that as the perceived 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.
Abdi et al. (Fri,) studied this question.