Enhancing Learning Environments through Teacher Capacity Building in Public Secondary Schools: Evidence from Kenya

Munyi Monica Werimba
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Munyi Monica Werimba: Teachers Service Commission, Kenya

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 1924-1931

Abstract: This study investigated the influence of capacity building on the effectiveness of teachers in promoting a conducive learning environment in public secondary schools in Kenya. The study was carried out among secondary school teachers in Embu and Tharaka-Nithi Counties, Kenya. Utilizing a descriptive survey methodology, data were collected from a representative sample of 400 teachers through questionnaires capturing demographic information, participation in capacity building programs, and self-assessment of their effectiveness in maintaining a positive learning environment. The findings indicate that teachers who participated in four or more capacity building courses rated themselves higher in effectiveness compared to those with fewer or no courses attended. Key areas of effectiveness included fostering respectful student interactions and dignified discipline, while lower ratings were observed in displaying student work and engaging parents in behaviour discussions. Analysis of Variance results confirmed a significant positive effect of capacity building on teacher effectiveness, suggesting that continuous professional development is crucial for enhancing the learning environment. The study recommends expanding capacity building programs and focusing on diverse training areas for all teachers.

Date: 2024
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