Consciousness as a moderator of the relationship between school principals’ knowledge and practices of the sixteen quality principles of competency-based education

<title>Abstract</title> <p>Grounded in the assumptions of competency-based education theorization, the study addresses the research question: How do principals’ consciousness skills moderate the relationship between their knowledge and practices of the sixteen QPCBE in the context of primary and secondary schools in the Gedeo Zone in southern Ethiopia? The finding of analysis of quantitative data collected from 239 samples of principals reveals that knowledge alone is insufficient to ensure effective enactment of the quality principles. Consciousness skills substantially strengthen the translation of the competency principles into instructional and communicative practice. The result underscored the importance of the multidimensional nature of successful QPCBE implementation in schools.</p>