The aim of this research was to investigate the effect of innovative Human Resource Management (HRM) practices on the performance of curriculum support officers in the western region of Kenya, grounded in the Resource-Based View, Human Capital Theory, and Social Exchange Theory. The study sought to provide a theoretical framework for understanding the relationship between these HRM practices and the performance of curriculum support officers, addressing the significant research gap in HRM practices within the education sector in the western region of Kenya. The research utilized a cross-sectional survey design, where data was collected from 150 curriculum support officers in the western region of Kenya. The choice of a census sampling approach ensured unbiased representation of the entire population. Structured survey instruments were employed for data collection, and prior diagnostic tests were conducted to ensure the validity and reliability of the research instruments. The study hypothesized that there would be no significant effect of retooling on the performance of curriculum support officers. By focusing on these practice, the research sought to offer novel insights that can inform effective HR strategies and address unique regional challenges within the education sector. The ultimate goal was to contribute to the enhancement of educational outcomes in the western region of Kenya. The findings revealed a statistically significant positive relationship between retooling initiatives and CSO performance (r = 0.538, p = 0.000), These results highlighted the potential of this HRM practice to significantly enhance job satisfaction and productivity among curriculum support officers. The data analysis, involving rigorous application of descriptive and inferential statistics, was interpreted within the context of existing literature to provide valuable references for policymakers and educators. This interpretation offered insights that can be utilized in the formulation and implementation of HR strategies in comparable low-resource settings globally, thereby contributing to improved educational outcomes beyond the specific regional context.