Influence of promotion of teachers’ professional development on students’ academic performance among public secondary schools in Athi river sub-county in Machakos county, Kenya

Abstract

This study examined the influence of the promotion of teachers’ professional development on students’ academic performance among public secondary schools. The research used a concurrent triangulation design. Using a mixed-methods approach, the target population for this study consisted of 247 respondents, with 23 principals and 224 teachers. A representative sample of 9 principals and 87 teachers was selected through a combination of stratified and simple random sampling techniques. Structured questionnaires, interview schedules, and document analysis were used to collect quantitative data, with their validity and reliability confirmed through pilot testing and test-retest methods. Data was processed, with means and percentages used to describe the distribution of variables among respondents. The findings were visually presented using frequency distribution tables and bar graphs. The Pearson product-moment correlation coefficient was applied to test the relationship between the study variables. Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS Version 23), with a significance level set at 0.05. The research results reveal significant findings. Principals exhibit a propensity to encourage staff professional development, evidenced by a correlation coefficient (r) of .59. The study concluded that the majority of principals in public secondary schools within the Athi River sub-county actively supported and embraced strategies and programs aimed at enhancing the professional development of their teaching staff. In light of these findings, pertinent recommendations emerge. Government bodies, such as the Teachers Service Commission (TSC) and the Ministry of Education, should orchestrate targeted training for school principals in effective instructional leadership practices.