Teachers’ Capacity Building and Its Influence on Their Effectiveness in Public Secondary Schools in Embu and Tharaka Nithi Counties, Kenya

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dc.contributor.advisorPeter Nyaga Muchanjeen_US
dc.contributor.advisorJanerose Mutegi Kibaaraen_US
dc.contributor.authorMunyi, Monica Werimba
dc.date.accessioned2023-08-07T13:18:50Z
dc.date.available2023-08-07T13:18:50Z
dc.date.issued2023
dc.descriptionA Thesis Submitted to the Department of Educational Management, Policy and Curriculum Studies, School of Education in Partial Fulfillment for the Award of Doctor of Philosophy of Kenyatta University May 2022en_US
dc.description.abstractEducation plays a significant role in the economic growth and development of a nation. Hence it is vital for any government to give education a priority. Although the Kenya government has invested heavily in teacher capacity building, their effectiveness is wanting as evidenced by poor students’ performance in national examinations. The specific objectives of the study were to: establish the influence of instructional delivery on the effectiveness of teachers in public secondary schools in Embu and Tharaka-Nithi Counties; determine the influence of student assessment on the effectiveness of teachers; find out the influence of learning environment on the effectiveness of teachers; and establish the influence of teachers’ personal qualities on the effectiveness of teachers in public secondary schools in Embu and Tharaka-Nithi Counties. The study was based on Teacher Effectiveness Model. The research employed a descriptive survey design. The target population was all the 337 principals and 3,884 teachers in the 337 public secondary schools in Embu and Tharaka-Nithi counties. Stratified random sampling and purposive sampling methods were used to select 400 teachers 40 principals, and 8 QASOs, giving a total of 448 respondents. Questionnaires and interview schedule were used as tools for data collection. A pilot study was conducted in 4 schools in the two counties. Data collected from the field were both quantitative and qualitative in nature. Quantitative data were analyzed using Analysis of Variance and the chi-square test, while qualitative data were analyzed using content analysis and reported thematically in line with the research objectives. The study established that majority of the teachers had attended various capacity building courses, and most of these courses were organized by the ministry of education. Teachers had benefited from attendance of capacity building courses by gaining skills and qualities related to instructional delivery, student assessment, maintenance of a supportive learning environment, and teacher personal qualities. Capacity building had a significant influence on the effectiveness of teachers in instructional delivery, student assessment, and maintenance of a positive learning environment. Teachers who had not attended any capacity building courses obtained higher mean scores on teachers’ personal qualities than those who had undergone capacity building, suggesting that most teacher personal qualities were developed before joining the teaching profession. The study recommends that the government through the Ministry of Education, and schools should place more emphasis on teacher capacity building as a means for improving their teaching effectiveness.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/26607
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectTeachers’ Capacity Buildingen_US
dc.subjectInfluenceen_US
dc.subjectEffectivenessen_US
dc.subjectPublic Secondary Schoolsen_US
dc.subjectEmbu and Tharaka Nithi Countiesen_US
dc.subjectKenyaen_US
dc.titleTeachers’ Capacity Building and Its Influence on Their Effectiveness in Public Secondary Schools in Embu and Tharaka Nithi Counties, Kenyaen_US
dc.typeThesisen_US
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