Professional Development of Teachers In Relation to the Administration of Head Teachers in Public Primary Schools in Trans-Nzoia County, Kenya
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Date
2018-04
Authors
Wasike, Maurine Nasimiyu
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
many countries, the role and functioning of schools are changing and so is what is
expected of teachers in relation to Professional Development. This is in fact seen in
the innovations and researches done globally in the changing world. The purpose of
this study was to critically assess the Professional Development of teachers in
relation to the administration of Head teachers in public primary schools in Trans-
Nzoia County. The County has been facing mass exodus of teacher to other
professions, conflicts were on increase with the head teachers and KCPE results
have been dwindling over the past four years from 2014 to 2017.The objectives of
the study were to establish the nature and types of tools used for Professional
Development of teachers in public primary schools Trans-Nzoia County, find out the
level and intensity of teachers Professional Development, determine the challenges
and impact of teachers‘ Professional Development and lastly identify the possible
solutions to Teachers Professional Development. The study adopted Social System
Theory by Theodore Shultz (1987) which gave a deeper insight to the research
study. The study adopted descriptive survey design which was suitable for this
study. The target population was 286, consisting of 25 Head-Teachers and 250
Teachers in public primary schools and 11 Education Officers. Simple random
sampling technique was used to get a sample size of 145 respondents from all the
categories. Both qualitative and quantitative data analysis techniques were used to
analyze the collected data which was then presented through calculated percentages
which were presented in form of pie-chats, frequency tables and graphs. Social
Package for Statistical Science (SPSS) Version 21.0 was used to analyze data. The
findings were presented through descriptive statistics by use of frequencies, tables,
graphs and charts. The study found out that most of the teachers preferred part-time
Professional Development and short courses than full time. About 30% of the
teachers were participating or were for idea on Professional Development. The
teachers who participated in Professional Development improved the performance
of students tremendously and lastly all the teachers had a common challenge in
relation to availability of finance and time factors which determined greatly in
Professional Development. In conclusion both the Head teachers and teachers have
done very little in Professional Development leading to mass exodus, conflicts and
poor performance of pupils in sub-sequent years. The study recommends that the
Teachers Service Commission constantly reviews its policies to accommodate the
changing needs of teacher Professional Development, establish programmes that
accommodate all teachers and should be affordable, TSC should review teachers‘
salaries regularly to motivate teachers to undertake Professional Development, All
education stake holders (Ministry of Education, TSC, school communities, parents)
should be encouraged to support Professional Development programmes involving
teachers. A further study in Professional Development was suggested upon
completion of this research study in other institutions of learning.
Description
A Research Project Submitted in Partial Fulfillment for the Requirements of the Award of the Degree of Master of Education in the Department of Educational Management, Policy and Curriculum Studies, School Of Education, Kenyatta University