Influence of Teacher Professional Development on Students’ Academic Achievement in Secondary Schools in Seme Subcounty, Kisumu County
Vivian Anyango Ochar, Catherine Vuhya Mbagaya & Wycliffe Humphrey Odiwour
Maseno University, Kenya
Email: Vivian.ochar9@gmail.com
Abstract: Professional development provides continued effort for the teachers to improve on their skills. However, there have been challenges in terms of developing proper frameworks that influence student academic achievement in connection with teacher professional development. Academic performance of schools in Seme Sub County for the last three years was below the expected pass mark of mean grade of 5.5 in KCSE as compared to other neighboring sub-counties. This study examined the influence of teacher professional development on academic achievement of secondary school students in Seme Sub-County. Descriptive and correlational research designs were applied. Simple random sampling was used to select 217 teachers from 525 and saturated sampling was used to draw 32 principals from 35 for the study. Stratified sampling was used to select three schools for pilot study. Data was collected using questionnaires, interview schedule and document analysis. Experts in the department of Education Psychology determined the content validity of the instruments. Reliability was determined using test re-test method and a coefficient of .70 was established for the instruments. Quantitative data was analyzed using percentages, frequencies and Pearson’s r. Qualitative data was transcribed, categorized and then reported thematically. There was a positive correlation between teacher professional development and student academic achievement. The Teachers Service Commission may use the findings of the study to ensure that teachers are given a chance for professional development. KEMI will use the findings to identify the training needs of the teachers and professional development to help in enhancing the performance of the students. The ministry of education can make use of the results of the research to modify the teacher development strategies with the view of improving student achievement.
