TEACHER SUPPORT AND PREPAREDNESS FOR CONTINUITY OF LEARNING DURING EMERGENCIES IN PUBLIC AND PRIVATE PRIMARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA

Continuity of learning during emergencies depends on teachers who are adequately prepared and supported to deliver quality education despite disruptions. However, limited empirical evidence exists on teacher preparedness and institutional support in Kenya's primary education sector. This study investigated teacher support and preparedness for continuity of learning during emergencies in public and private primary schools in Nairobi City County, guided by the Kenya Education in Emergencies Policy. Specifically, the study examined teachers' awareness of emergency education policies, the support available for emergency teaching, preparedness for continuity of learning, and the coping strategies adopted by schools and families during emergencies. The study employed a mixed-methods research design. The target population comprised 1,026,995 education stakeholders from 850 registered public and private primary schools in Nairobi City County. A purposive sample of 451 respondents, comprising education officers, head teachers, teachers, learners, and parents, was selected using purposive, stratified random, and simple random sampling techniques. Data were collected using questionnaires, interview schedules, focus group discussions, and document analysis guides. Quantitative data was analysed using descriptive statistics, while qualitative data were analysed thematically. The findings revealed low teacher awareness of the Education in Emergencies Policy and inadequate institutional support, particularly in public schools. Teacher preparedness was constrained by limited professional development, digital infrastructure, instructional resources, and psychosocial support, although private schools demonstrated comparatively higher preparedness. Schools and families adopted home-based learning, digital platforms, printed learning materials, and community support to sustain learning during emergencies. The study concludes that strengthening teacher preparedness and institutional support is essential for resilient and inclusive education systems. The study recommends strengthening teacher training on education during emergencies, expanding digital and instructional resources, enhancing psychosocial support services, and promoting coordinated collaboration among the Ministry of Education, the Teachers Service Commission, schools, parents, and development partners to ensure equitable and uninterrupted learning during future emergencies.