Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Education (MEd)

First Advisor

Dr. Nicholas Wachira

Department

Institute for Educational Development, East Africa

Abstract

This study investigates how Teachers Training Colleges (TTCs) in Kenya employ Organizational Capacity Assessment (OCA) to enhance leadership capabilities and narrow the divide between existing situations and envisioned goals. Using a mixed-methods approach through interviews, focus groups, and surveys, the study assesses the practical implementation of OCA and its implications for TTC leaders, faculty, and staff.

Previous studies explore OCA frameworks, leadership styles, and potential outcomes, but often depict broad pictures without illuminating practical implementation strategies. The analysis reveals that while TTC leaders primarily focus on leadership structures, human resources, curriculum, and community engagement, neglecting other crucial dimensions of organizational capacity can result in an incomplete understanding of institutional strengths and weaknesses. The study identifies key strategies TTC leaders employ to build capacity, including evidence-based decision-making, innovative curriculum development, and resource mobilization. However, limited funding emerges as a significant constraint in smooth progressive operations.

To maximize the positive impact of OCA, the study recommends that TTC leaders integrate OCA into strategic planning, conduct regular needs assessments, and advocate for supportive policies that empower boards of management, facilitate collaborative leadership models, and optimize resource allocation. By implementing these recommendations, TTC leaders can unlock the full potential of OCA and transform their institutions into hubs of excellence in teacher preparation. Through the recommendations, Kenyan TTCs can strengthen leadership, enhance the quality of teacher preparation, and ultimately contribute to a more robust and effective education system.

This study's findings provide valuable insights for TTC leaders seeking to maximize OCA's potential as a catalyst for positive change. By highlighting practical strategies for enhancing accountability, adaptability, and long-term viability, the research empowers Kenyan TTCs to bridge the gap between current practices and desired outcomes, ultimately leading to improved teacher preparation and a brighter future for education in Kenya.

First Page

1

Last Page

121

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