Enhancing Educational Success: Investigating the Impact of Teacher Capacity Building on Learner Outcomes in Makueni County
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Date
2024-10
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Reviewed Journals
Abstract
In a competitive world with varying degrees of complexity in social, economic and cultural needs of our
society, the need to deliver a competitive, effective and relevant education system remains a pressing
obligation for both policymakers and bureaucrats. Existing research on the effects of implementation of the
National Curriculum Policy of 2018 on learning outcomes remain inconclusive. In view of this, the study was
carried out with the aim of determining the effect of teacher capacity building on learners’ outcome in
Makueni County. The study was anchored on Street-Level Bureaucracy framework. Descriptive survey
research design was preferred for this study. Interpretivist philosophical paradigm informed the study. A
total of 903 Grade 6 teachers from public primary schools in Makueni, 903 class 6 PTA representatives, 903
chairpersons of public primary schools’ Boards of Management, 41 Curriculum Support Officers, and 9 subcounty directors of education were targeted. A total of 349 respondents were sampled representing the
subgroups in the target group. Primary data was gathered from the field by use of a semi structured
questionnaire and an interview guide. Quantitative data underwent descriptive, regression, and inferential
analyses, whereas qualitative data was subjected to thematic analysis. The study revealed that teacher
capacity building significantly influences learners' outcomes in Makueni County, with 40.9% of the variation
in outcomes attributable to this factor. The findings also highlighted widespread dissatisfaction among
teachers with current capacity-building initiatives, including skill development, seminars, mentorship, and inservice training, pointing to areas for urgent improvement. Furthermore, the study found a positive and
statistically significant relationship between teacher capacity building efforts and learner outcomes (β=0.628,
p<0.001). The study therefore recommends that management should revamp professional development
programs which should include focus on practical, hands-on training, mentorship programs, and exposure to
innovative teaching methodologies
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Research Article
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Citation
Mulatya, F., Muna, W., & Kipchumba, H. (2024). Enhancing educational success: investigating the impact of teacher capacity building on learner outcomes in Makueni County. Reviewed Journal of Social Science & Humanities, 5 (1), 358 – 372.