HEADTEACHERS’ TEACHER CAPACITY BUILDING STRATEGIES’ INFLUENCE ON LEARNERS’ ACQUISITION OF CORE COMPETENCIES IN PUBLIC PRIMARY SCHOOLS IN NYANDARUA COUNTY, KENYA
HEADTEACHERS’ TEACHER CAPACITY BUILDING STRATEGIES’ INFLUENCE ON LEARNERS’ ACQUISITION OF CORE COMPETENCIES IN PUBLIC PRIMARY SCHOOLS IN NYANDARUA COUNTY, KENYA
Patricia Wairimu Kabiru - Masters student, Kenyatta University, Kenya
Dr. Damaris Kariuki - Department of Education Management, Policy and Curriculum Studies, Kenyatta University, Kenya
Dr. Hellen Kiende Guantai - Department of Education Management, Policy and Curriculum Studies, Kenyatta University, Kenya
ABSTRACT
This paper investigates the role of capacity building as a strategic management practice employed by head-teachers and its influence on learners’ acquisition of core competencies in public primary schools in Nyandarua County, Kenya. Despite the rollout of Kenya’s Competency-Based Curriculum (CBC), performance in core competencies among learners remains uneven across counties. Nyandarua County, in particular, has consistently underperformed in comparison to neighboring regions. This study employs a descriptive survey design with quantitative and qualitative approaches to examine how head-teachers implement teacher development strategies and the extent to which these strategies affect learner outcomes. Drawing on Skills Acquisition Theory and Contingency Theory, the paper presents a synthesis of global, regional, and local literature, including policy analysis, and primary data collected through questionnaires, interviews, and document analysis. Findings indicate that teacher-focused capacity building, comprising in-service training, professional mentoring, and collaborative learning platforms, significantly improves instructional delivery, thereby enhancing learners’ core competencies in communication, critical thinking, digital literacy, and problem-solving. The paper concludes by recommending targeted investments in professional development, integration of continuous feedback systems, and strengthening of school leadership capacities to align teacher practices with CBC expectations.
