Publication: Increased teacher professional development on teacher Efficiency in public primary schools Mvita District, Mombasa county, Kenya.
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2013-11
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Mount Kenya University
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Abstract
The aim of the study was to explore the increased teacher professional development on teacher
efficiency of public primary schools in Mvita District, Mombasa County. A descriptive survey
design was used to collect data from the respondents in order to determine the current status in the
study district. Survey research design enabled the researcher to collect both qualitative and
quantitative data that was used to determine the increased teacher professional development and
it’s effect on teacher efficiency of public primary schools in Mvita District in Mombasa County.
Survey was selected because it allowed the collection of large amount of data relatively quickly
and effectively. This involved both independent and dependent variables whose interactions
influenced the outcomes of the study. This research study was carried out in Mvita District,
Mombasa County. A target population comprising of 28 primary schools in Mombasa County,
from which an accessible population of public primary schools was selected to participate in the
study. The sample size consisted of 120 pupils, 33 teachers and 6 head teachers, representing 10%
of the accessible population of 144 respondents drawn from public primary schools in Mvita
District, Mombasa County. Data was collected from the teachers and head teachers of public
primary schools using a structured questionnaire comprising of both open and closed ended items.
The study used both descriptive and inferential statistics for analysis. The collected data was
organized in frequency tables and percentages, and presented using tables, pie charts and bar
graphs. The Statistical Package for Social Sciences (SPSS) windows programme was used for data
processing. In chapter four, the findings were presented and interpreted in relation to the study
research questions. While linking to the existing literature, results included demographic
characteristics, frequency and percentages. Based on the findings it was observed that Increased
Teacher Professional Development affected teacher Efficiency and duty performance positively,
contributing to improved quality of teaching and learning and hence, improved academic
performance and achievement. In chapter five, development of solutions to the problem, summary
of the findings and conclusions were attempted. The findings suggested recommendations on areas
pertaining to the provision of quality services by teachers who are pursuing teacher professional
development studies. While the managers should instill strategies of dealing with the increased
teacher professional development and efficiency in schools.