Teacher Professionalism and Its Influence on Students’ Academic Performance in Selected Public Secondary Schools in Machakos County, Kenya
| dc.contributor.author | Hellen Guantai | |
| dc.date.accessioned | 2025-02-04T09:27:35Z | |
| dc.date.available | 2025-02-04T09:27:35Z | |
| dc.date.issued | 2024-10 | |
| dc.description | A Research Project Submitted In Fulfillment of the Requirements for the Award of the Degree of Master of Education (Educational Administration) in School of Education and Lifelong Learning, Kenyatta University, October 2024. Supervisor Hellen Guantai | |
| dc.description.abstract | Following a persistent decline in academic performance in public secondary schools within Machakos county, concerns on the cause of such has increased noticeably. While teacher professionalism and its influence on learner performance has been investigated at both primary and tertiary level, there are limited studies addressing it at secondary school level. Therefore, this study determined the influence of teacher professionalism and its influence on students’ performance in secondary schools in Machakos County. Specifically, it was guided by the following objectives: To establish the influence of teacher professional development programs on students’ academic performance, to determine the influence of preparation of teaching professional documents on students’ academic performance, to establish the influence of teacher pedagogical skills on students’ academic performance, and lastly to assess the influence of teacher qualifications on students’ academic performance. Deep theory of professionalization guided this study. Correlational research design was adopted. The target population comprised of 412 principals and 6,019 teachers from all public secondary schools. A sample of 385 teachers was obtained through simple random sampling. Then a total of 41 principals were included in the study. Questionnaires and interview guides were used for data collection process. Piloting of data collection tools involved three schools, girls’ schools, mixed day and boarding and purely mixed day. Content validity was assessed by use of expert judgment and later on obtained content validity ratio. Split half method was employed in the determination of reliability. Data was presented in tables. Quantitative data was analyzed by use of both descriptive (mean, percentage and frequencies) and also inferential statistics (correlation analysis). The findings were interpreted at .05 significance level. On the other hand, qualitative data were analyzed thematically. Findings were presented in tables pie charts and graphs. From the findings, it emerged out that, firstly, 37% of the students’ academic performance was attributed to the teacher professional development program. Additionally, the preparation of teaching professional document accounted for 23% of the students’ performance. Lastly, the pedagogical skills and teacher qualification accounted for 27% and 37% of the students’ academic performance respectively. Aware of an enormous influence of pedagogical approach to students’ academic performance, the Ministry of Education in conjunction with TSC ought to organize in servicing programs, particularly at the sub county levels, at the start of every year, to addressing teaching pedagogies. As a recommendation, the ministry of state department and early learning should organize a professional development on digital literacy for all teacher on yearly basis, for timely training on ICT integration in teaching and learning. | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/29513 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Teacher Professionalism and Its Influence on Students’ Academic Performance in Selected Public Secondary Schools in Machakos County, Kenya | |
| dc.type | Thesis |