The boards of governors (BOG) are legally mandated by the ministry of education under the education act Cap 211 to manage secondary schools in Kenya. Their immediate roles have not been defined in the laws and there are no standards that have been adopted to measure their effectiveness. This study investigates effectiveness of the BOG in curriculum implementation in secondary schools in Kenya. The study was carried out in Keiyo district in Kenya. Adopting survey design, using interviews, questionnaires and documents, data was collected from a sample of 15 schools with 15 head teachers, 70 teachers and 65 governors represented by 5 members from each school using purposive, stratified and simple random sampling. Data collected was coded and analysed descriptively. Findings indicated that training of the members of BOG was directly related to the implementation of the curriculum. The BOG supported schools to acquire physical resources and enhanced curriculum development. The study recommended that schools should strive to provide pre-requisite training to the members of BOG and more involvement in the daily running of the schools.

 

Key words: Governors, curriculum, implementation, effectiveness, resources, role.