Principals’ Role in Promoting Teachers’ Professional Development and Learners’ Performance In Secondary Schools in Murang’a and Kirinyaga Counties, Kenya

Irungu Cecilia Mwihaki, Kagema Josphat N, Gachahi Michael Wambugu

Abstract


Students’ overall performance in country wide national examinations in Kenya has recorded below mean achievement as attested by Kenya Certificate of Secondary Education (KCSE) results. The number of students scoring grade D+ and below has consistently remained high compared with those attaining grade C+ and above which is the country’s minimum university entry. Concerns have been raised regarding this trend in students’ achievement. This study examined the performance of the principals’ role in promoting teachers’ professional development and learners’ performance in Kirinyaga and Murang’a counties, Kenya. The study involved a sample of 205 principals and 367 teachers selected from secondary schools in the two counties. Researchers used validated questionnaires and interview schedules to collect data from teachers and principals and analysed data using descriptive and inferential statistics. The hypothesis was tested at p>0.5 level of significance using Pearson Product Moment Correlation. The study established that there was no statistically significant relationship between principals’ role in promoting teachers’ professional development and learners’ performance. The study recommended that principals should ensure that teachers put into practice knowledge and skills learnt during in-service courses so that students benefit from the investment. The Ministry of Education should also take keen interest in how in-service courses are conducted.

Keywords


Learner Performance, Principal, Professional Development, Teacher Knowledge and Skills

Full Text:

PDF

References


American Federation of Teachers (2006). Teacher Quality in Professional Development of teacher http//www.eft.org.

Bautista, A., & Ortega-Ruíz, R. (2015). Teacher professional development: International perspectives and approaches. Psychology, Society and Education, 7(3), 240-251.

Bautista, A., Tan, L. S., Ponnussamy, L. D., & Yau, X. (2016). Curriculum Integration in arts Education: Connecting multiple art forms through the idea of ‘space’. Journal of Curriculum Studies, 48(5), 610-629. DOI: 10.1080/00220272.2015.1089940

Blase, J. & Blase J. (2001). Handbook of instructional leadership: How really good principals promote teaching and learning. Thousand Oaks, CA: Corwin Press.

Center for American Progress (2005). Better teachers, better schools. In: Progressive Priorities: an action agenda for America. Washington, DC: Center for American Progress.

Cornet, M., Huizinga, F., Minne, B. & Webbink, D. (2006). Knowledge management. (Kansrijk kennisbeleid). Den Haag: Cultureel Plan Bureau.

Creswell, J.W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th ed). Boston: Pearson Education.

Desimone, L. M., & Garet, M. S. (2015). Best Practices in Teachers’ Professional Development in the United States. Psychology, Society and Education, 7(3), 252-263.

Desimone, L. M. Smith, T. M. & Ueno, K. (2006). Are teachers who need sustained, content-focused professional development getting it? An administrator’s dilemma. Educational Administration Quarterly, 42(2), 179-215.

Dutch Education Council (2006). Appreciation for the teacher profession. The Hague: Dutch Education Council.

Eraut, M. (2006). Strategies for Promoting Teacher Development, Journal of In-Service Education, 4(1-2), 10-12, DOI: 10.1080/0305763770040103.

European Commission (2005). Key Data on Education in Europe 2005. Luxembourg: Office for Official Publications of the European Communities Guskey.

Glennerster, R., Kremer, M., Mbiti, I. & Takavarasha, K. (2011). Access and Quality in the Kenyan Education System: A Review of the Progress, Challenges and Potential Solutions.

Gruenert, S. (2005). Correlations between collaborative school cultures with student-achievement. NASSP Bulletin, 89, 43-55.

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3-4), 381-391.

Hallinger, P. (2000). A review of two decades of research on the principalship using the Principal Instructional Management Rating Scale. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA, April.

Hallinger, P. & Murphy, J. (1985). Assessing the instructional management behaviors of principals. Elementary School Journal, 86(2), 217-247.

Irungu, C. M. (2018). Influence of Principals’ Instructional Leadership Practices on learners performance in Secondary Schools in Murang’a and Kirinyaga Counties, Kenya. (Unpublished doctoral dissertation). Karatina University, Kenya.

Kaur, B. (2012). Equity and social justice in teaching and teacher education. Teaching &Teacher Education, 28, 485-492.

KEMACA (2008). Education Management Capacity Assessment: A Pilot in Kenya, Nairobi: Kenya Education Management Capacity Assessment.

Luke, A. & McArdle, F. (2009). A model for research-based state professional development policy. Asia-Pacific Journal of Teacher Education, 37(3), 231-251.

Lyons, A. (Eds.), & McIlrath, L. (2012). Higher education and civic engagement: Comparative Perspectives. Springer.

Manduku, J., Kosgey, A. & Sang, H. (2012). Adoption and use of ICT in enhancing management of public secondary schools: A survey of Kesses zone secondary schools in Wareng District of Uasin Gishu County, Kenya. University of Kabianga.

Mizell, H. (2010). Why professional development matters. United States of America.

MOEST, (2010). Sectional Paper No 1 2010: Policy Framework for Education, Training and Research. Meeting the Challenges of Education Training and Research in Kenya in the 21st Century, Nairobi.

Mugenda, A. G. (2011). Social Science Research, Theory and Principles. Nairobi: Applied Research & Training Services. Nairobi: Acts Press.

Murphy, J. (1990). Principal instructional leadership. Advances in Educational Administration, (B: Changing perspectives on the school), 163-200.

Niemi, H. (2015). Teacher professional development in Finland: Towards a more holistic approach.

Psychology, Society and Education, 7(3), 279-294.

Okongo, R. B., Ngao, G., Rop, N. K., & Nyongesa, W. J. (2015). Effect of Availability of Teaching and Learning Resources on the Implementation of Inclusive Education in Pre-School (Unpublished Thesis), University of Nairobi.

Onumah, N. (2016). Head teachers’ performance of supervision of instructions in secondary schools in Nigeria. British Journal of Education, 4(3), 40-52.

Republic of Kenya (2005). A Policy Framework on Education, Training and Research. Sessional Paper No. 1 of 2005. Nairobi: Government Printers.

Rivkin, S.G., Hanushek, E.A., &. Kain, J.F (2005). Teachers, Schools and Academic Achievement. Econometrica, 73, 417-458.

Robinson, V. M. J., Lloyd, C. & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Education Administration Quarterly, 44, 635–674.

SMASSE INSET (2004). Materials on Facilitation, Kikuyu: Thogoto TTC.

Tan, C. Y., & Dimmock, C. (2014). How a ‘top-performing’Asian school system formulates and implements policy: the case of Singapore. Educational Management Administration & Leadership, 1741143213510507.

Townshed, T. & Bates, E (2007). A Hand Book of Teachers’ Education Globalization Standards and Professionalism in Times of Change. Netherlands: Springer.

UNESCO (2012). Education for All Global Monitoring Report. UNESCO: Paris.

UNESCO (2015). Fixing the Broken Promise of Education for All. Findings from the Global Initiative on Out-of-school children. Montreal.

Van, Eekelen, I. M., Boshuizen, H. P. A., & Vermunt, J. D. (2005). Self-regulation in higher education teacher learning. Higher education, 50(3), 447-471. DOI 10.1007/s10734-004-6362-0

Wanyama, M. (2013). School Based Factors Influencing Students’ Performance at Kenya Certificate of Secondary Education in Narok–North District, Kenya (Unpublished MA Thesis) University of Nairobi, Kenya.

Weber, J. (1996). Leading the Instructional Program. In Smith.S & Piele. P. School Leadership. Handbook for excellence in student learning (4th ed.). California: Corwin Press.

Yoon, K. S. & Birman, B. F. (2002). Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study. American Educational Research Association, 24(2), 81-112.

Yoon, K. S., Duncan, T., Lee, S. W.Y., Scarloss, B. & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.




DOI: http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.35

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.