Abstract
Kenya’s Competency-Based Education CBE is designed to develop citizens who are engaged, empowered, and ethical citizens shifting the focus from memorization to the acquisition of community-based skills like communication, critical thinking, and digital literacy that are essential for life and work in the 21st century. Headteacher-parent collaboration is pivotal to this vision, yet its influence on skill acquisition remains underexplored. The purpose of the study was to assess the influence of headteacher-parental collaboration on learners’ development of community-based skills in junior schools in Nyeri County, Kenya. The study objectives were to: determine the current level of head teacher-parental collaboration and to examine the type of community-based skills mostly impacted by headteacher parental collaboration. The study was guided by Getzel’s Social System Theory (1985). The study adopted a descriptive research design. The target population was 389 junior schools with 389 headteachers and 389 parents’ representatives in the Parents Association for Grade 8 learners. Using Gays formula, a sample of 10% of schools, headteachers, and parents were selected through simple random sampling method which resulted to 39 schools, 39 headteachers and 39 parents. Data collection instruments included a questionnaire for headteachers and interview guide for the parents’ representative. Data was analysed using descriptive statistics and presented in tabular form and narrations. Results revealed that the level of headteacher-parental collaboration was to a high extent at 72% and to a small extent at 25%. This collaboration was mainly on school governance and curriculum. The study further established that the most impacted community-based skills were communication and interpersonal at 53%, followed by leadership and initiative at 51%, and civic engagement and responsibility at 33%. Critical thinking and problem-solving at 18%, and digital skills at 18% lagged. The study concluded that headteacher-parental collaboration significantly enhances learners’ acquisition of community-based skills and recommended the improvement of digital infrastructure development.