Primary school teachers’ perceptions of the influence of professional development programs on teaching & learning In Baringo North Sub-County, Baringo County, Kenya

Abstract

To realize vision 2030 involves providing globally competitive quality education and relevant training to teachers in order to make their teaching effective in public schools. For the past one decade or so, teachers have been undergoing Teacher professional development in Kenya, including in Baringo. The purpose of this study is therefore to examine the perception of teachers’ professional development program in on their teaching in public primary schools in Baringo North Sub-county Baringo County. . This study was guided by four principal objectives: To investigate teachers’ perception of the influence of their professional development on their lesson preparation, to examine the influence of teachers’ professional development on their teaching methodology, to find out the influence of teachers’ professional development on their assessment skills and to establish teachers’ perception of the influence of their professional development on the use of teaching aids/learning resources. The study was guided by Social Constructivism Theory postulated by Lev Vygotsky, who posited the concept of zone of proximal development. The study employed descriptive survey design. The study targeted a population of 1056 teachers and 132 head teachers To obtain a representative sample, stratified random sampling was used to select 106 teachers and 40 head teachers. Data was gathered by use of questionnaires, interviews schedule and observation guide. The data was analysed using both descriptive and inferential statistics. The validity of the instruments was ensured by consulting the supervisor and discussing with other research experts while reliability of the tools was determined through test retest method. The study established that majority of the respondents agreed that teacher professional development program has improved the ability of the teacher to state instructional objectives, also it improved teachers capacity to effectively apply one or more teaching approach in the instructional situation. The findings of this study formed a basis for policy formation and master plan on improving Teacher Professional Development by policy makers in the ministry of education. It may benefit the government and education stake holders in understanding the perception of Teacher Professional Development on their teaching function. The study may highlight crucial information on the challenges that teachers in Teacher Professional Development have on their teaching. The study recommends that the school and the ministry of education at large should support teachers throughout their careers to review their learning needs and to acquire new knowledge, skills and competence through formal, informal and non-formal learning, including exchanges and placements abroad; supporting teacher mobility