Enhancing Teacher's Professional Development: The Role of Principals in Public Secondary Schools in Makueni County, Kenya
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Date
2023-10
Authors
Kiilu, N. Susan
Rugar, O. Thaddeus
Juma, Benson
Ngei, M. Paulah
Hinneh, Mandela
Kipkogei, Chemitei
Journal Title
Journal ISSN
Volume Title
Publisher
JORET
Abstract
This research study assessed the role of principals in improving teacher professional development
in public secondary schools in Makueni County, Kenya. The study was guided by Role theory and
utilized a descriptive research design. The target population comprised of 3,364 teachers from
392 public secondary schools. The sample size of 357 was determined using Nassiuma's (2000)
formula, which included 119 headteachers and 238 teachers. The data was collected through the
administration of questionnaire. Pilot study was conducted to determine research instrument
reliability and validity. The data was analyzed using descriptive statistics and presented in tables.
The findings revealed that secondary school principals in Makueni County possessed a variety of
supervisory competencies, including managerial (32%), evaluative (23%), interpersonal (19%),
motivational (15%), and disciplinary skills (15%). These proficiencies enable principals to foster
collaborative relationships with staff, cultivate a supportive school community, effectively manage
human resources, and ensure adherence to Ministry of Education guidelines. Furthermore, the
study identifies key additional abilities acquired through ongoing education and training, such as
conflict resolution (8%), record-keeping (5%), and pedagogical expertise (1%). These skills
empower principals to uphold teaching standards, monitor classroom performance, and optimize
the utilization of instructional resources. Principals (78.8%) actively engage in organizing internal
seminars, workshops, and collaborative sessions, underscoring their commitment to a culture of
continuous learning and hence professional growth among teachers. The study highlights the
significance of principals' involvement in identifying and resolving common classroom challenges,
advocating for access to instructional materials, encouraging participation in professional
conferences, and promoting teacher-to-teacher mentoring. However, the study also emphasizes
the need for targeted improvements. Some principals exhibit deficiencies in specific supervisory
abilities, notably financial management, and information technology skills. To address these gaps,
the study recommends ongoing in-service training and capacity-building initiatives for principals,
leveraging partnerships with educational institutions and relevant stakeholders.
Description
Article
Keywords
Principals, teacher professional development, supervisory abilities, public secondary schools, instructional quality
Citation
Kiilu, S. N., Rugar, T. O., Benson, J., Ngei, P. M., Mandela, H., & Chemitei, K. (2023). Enhancing Teacher's Professional Development: The Role of Principals in Public Secondary Schools in Makueni County, Kenya. Journal of Research in Education and Technology, 1(2), 58-65.