The role of education officers and parents teachers associations (PTA) in improving Kenya Certificate of Primary Education (KCPE) performance in Tharaka Nithi County, Kenya

Résumé

Improving primary school examination performance requires effective collaboration between government education officers and community-based organizations such as Parents Teachers Associations (PTAs). In Tharaka Nithi County, Kenya, persistent performance disparities among primary schools in the Kenya Certificate of Primary Education (KCPE) examinations raised questions about the effectiveness of stakeholder involvement. This study aimed to establish the role of education officers and Parents Teachers Associations (PTA) in improving KCPE performance in Tharaka Nithi County schools. A qualitative-dominant mixed methods design was employed. Participants included education officers (TAC Tutors, Personnel Education Officer, Zonal Inspectors, and Assistant Education Officers), the District Commissioner, PTA members, head teachers (n=8), and Standard 8 teachers (n=37). Data were collected using interview schedules (2–3 hours each) and questionnaires. Thematic analysis and descriptive statistics were used. Education officers conducted regular seminars (55% of teachers confirmed), organized external examinations to prepare candidates (59.4% confirmed), and interacted with teachers (51.4% agreed). However, severe teacher shortages persisted: Karangari Primary School had 6 classes with only 1 teacher; the Maragua zone had 28 classes with only 10 teachers (teacher:class ratio 1:2.8). The district faced a shortage of 250–350 teachers. PTAs in high-performing schools employed temporary teachers (at Ksh 2,000/month), provided breakfast and lunch for teachers, organized night classes with parental pickup at 9:30 PM, and held prize-giving days where rewards included goats and utensils. In low-performing schools, PTA meetings were dysfunctional, “turned to quarrels,” and produced no tangible solutions. Education officers’ effectiveness is severely constrained by teacher shortages, particularly in remote, arid areas. PTAs are most effective when they cooperate with school administration, provide teacher incentives, and actively participate in academic activities. Strengthening both government oversight and community engagement is essential for improving KCPE performance in underserved districts.