The Relationship Between Management of Teachers and The Learning Outcomes of Competency Based Education in Junior Schools, Turkana County

The effective management of teachers plays a pivotal role in determining the quality of learning outcomes in any education system. In the context of Competency Based Education (CBE), which emphasizes the acquisition of practical skills, values, and competencies rather than rote memorization, the role of teachers extends beyond traditional instruction to include mentorship, facilitation, and learner-centered approaches. This research investigated the the relationship between management of teachers and the learning outcomes of competency based education in junior schools, Turkana County.The research employed mixed methodology, combining qualitative and quantitative data collection approaches. From a target population of 3,461 participants which included 11 education officers, 335 junior secondary students, and 23 headteachers where proportionate stratified random sampling technique yielded 359 respondents. Data collection involved interview schedules, observation guide, structured questionnaires for primary data, while secondary data came from document analysis of school records and county education office files. Analysis utilized SPSS Version 25, applying both descriptive statistics (means, frequencies, percentages) and inferential methods (correlation and regression analysis). The findings addressed essential questions on the key objectives showing varying levels of significance where teacher management (β = 0.287, p < 0.001) had statistical significance confirming their independent contributions to learning outcomes. The research concluded that management dimensions significantly influence learning outcomes, human capital factors (teacher management and management interventions) demonstrate stronger relationships with educational achievement than physical resources (infrastructure and materials). This conclusion suggests that effective resource mobilization and utilization strategies can partially compensate for absolute resource constraints, providing optimism for educational improvement in resource-limited environments.Schools should allocate available resources to ensure continuous professional development opportunities for teachers, particularly in CBE implementation strategies. Given the strong correlation between teacher management and learning outcomes, investments in human capital development should receive priority over physical resource acquisition when resource allocation decisions are necessary.