Volume 7, Issue 11, November – 2022 International Journal of Innovative Science and Research Technology ISSN No:-2456-2165 IJISRT22NOV1530 www.ijisrt.com 1266 Academic Capacity Building for Teachers as a Determinant of Student's Performance in Public Secondary in Kenya Beth K. Mutunga Correspondent author: Master of Education candidate, South Eastern Kenya University Dr. Gideon Kasivu (Ed.D.) Senior Lecturer, Department of Educational Administration and Planning, South Eastern Kenya University Dr. Selpher Cheloti (PhD) Senior Lecturer, Department of Educational Administration and Planning, South Eastern Kenya University Abstract:- Education is an important ingredient in the progress and changes of countries the world over. The purpose of the study was to determine the influence of capacity building for teachers on students’ academic performance in public secondary schools in Kenya. The article is an extract from a study done in public secondary schools in the Yatta sub-county, Machakos County, Kenya. The study was guided by the instructional leadership model. This study adopted a descriptive research design, survey method. The study was conducted among 247 respondents comprising 19 principals and 228 teachers. The study employed stratified sampling techniques and simple random sampling techniques. Data collection was done using questionnaires for principals and for teachers. Data were analysed using Statistical Package for Social Sciences (SPSS). The findings revealed a strong positive correlation between the principal’s involvement in capacity building for teachers and students’ academic performance from the principal’s perspective. However, the results of the teacher’s questionnaires indicated a weak positive correlation between the principal’s involvement in capacity building for teachers and students’ academic performance. The study concludes that principals' capacity building for teachers positively influences the student’s academic performance. However, capacity building in most schools has not been implemented appropriately. It was; thus, suggested that all principals working in public secondary schools enhance capacity building for teachers to ensure that they are always motivated which will in turn help to improve the student’s academic performance. Capacity building should be done in consultation with the teachers for it to be effective. It should be a policy from the ministry of education that capacity building for teachers is improved in all public schools. I. INTRODUCTION Education is an important ingredient in the progress and changes of countries the world over (Galigao & Liena, 2019). Besides providing skills and knowledge, education inculcates accrued values and fosters the right habits and attitudes. Globally, the importance of education is prioritised; hence, the establishment of sustainable development goal number four (SDG 4), which emphasizes the provision of equitable and inclusive quality education that promotes lifelong learning opportunities for all (United Nations General assembly, 2015). The goals seek to ensure that both girls and boys access quality education despite their backgrounds leading to relevant and effective learning outcomes in terms of academic performance (Boeren, 2019). Many factors influence students’ academic performance in schools. This study investigated the influence of principals’ administrative practices namely; capacity building, use of learning resources, instructional supervision, and goal setting practices on students’ academic performance in Yatta Subcounty, Machakos County, Kenya. Principals’ involvement in planning for capacity building for teachers entails arrangements of how teachers can enhance trust, skills and knowledge, and attitudes to help their institution succeed. It entails organizing how teachers acquire in-depth content knowledge; professional ethics, innovative pedagogical skills, and experience as they network with colleagues and professional experts on practices, theories, techniques, and challenges they face in the implementation of the curriculum (Joshua, 2020). There is thus a need for principals to ensure that there is effective teaching to enhance the student's performance. Studies by Jepketer et al (2015; Suleiman, et al., (2015) and. Kilonzo, Mulwa, and Kasivu (2020) indicate a positive relationship between principals' involvement in teachers' development and the academic performance of students. This emphasizes the importance of principals’ involvement in planning for capacity building for teachers. Studies have been conducted across the world on the influence of capacity building on students’ Academic performance. In Turkey, Celik and Anderson (2021) studied the effect of teachers’ capacity building on students’ performance in institutions of higher learning in Turkey and established that there is a positive effect between teachers' capacity building and students' performance. In Kenya, various studies have been done. Jepketer, Kombo, and Kyalo (2015) studied the influence of capacity- building strategies for teachers on students’ performance in public secondary schools in Nandi county. The findings revealed that the contribution of teacher's capacity development positively influences student's performance to a great extent. Jepketer et al., (2015) used descriptive statistics