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.