A case for teachers’ workplace learning: the role of school leadership

Abstract

Although teachers’ workplace learning has been acknowledged as a significant component of school improvement, very little is known about how the school leadership influences this learning. This paper is the outcomes of a qualitative case study on workplace learning in one public secondary school in Kenya, and focuses on the influence of the school leadership. A qualitative research approach was used and data was collected using interviews, observations and document analysis. The research participants were the head teacher and five other teachers with varying responsibilities as well as work experience. The study established that the school leadership had had a significant influence on teacher workplace learning, which has implications on the role of the school leaders, particularly the head teachers in creating and sustaining an environment that would encourage ongoing teacher learning in the school. For teacher professional development providers and trainers, the findings also imply a need to increase awareness among the school leaders on the important role they play in facilitating teachers’ workplace learning.