Parent-Teacher Synergy and Learner Success: Insights for Competency-Based Education in Kenya

This study explores the impact of parent-teacher collaboration on learner achievement within Kenya’s Competency-Based Curriculum (CBC). Framed in both global and local contexts, it draws on current literature and original research conducted in Kenyan primary schools. A mixed-methods design was employed, integrating surveys and follow-up interviews. Quantitative data were analysed using descriptive statistics, while qualitative findings underwent thematic analysis. Methodological rigour was ensured through the use of a validated family–school relationship scale, internal consistency checks, triangulation, and member-checking. Findings highlight that active parental involvement is crucial to academic and social development. While many parents showed strong commitment, challenges such as limited curriculum familiarity, demanding work schedules, poor communication with schools, and negative past experiences inhibited full engagement. Notably, mothers made up two-thirds of participants, reflecting a gendered pattern in educational involvement. Despite high aspirations for their children, parents often felt unprepared to support CBC learning and deferred responsibility to teachers. The study connects these insights to broader frameworks, including Sustainable Development Goal 4 and Kenya’s Vision 2030, emphasizing that reinforcing parent-teacher partnerships is vital to achieving inclusive, equitable, and quality education. The paper concludes with actionable recommendations for stakeholders to embed effective family–school collaboration into CBC implementation, addressing digital learning, community-based education, and support for learners with special needs.