Enhancing Teacher's Professional Development: The Role of Principals in Public Secondary Schools in Makueni County, Kenya
Main Article Content
Keywords
Abstract
This research study assessed the role of principals in improving teacher professional development in public secondary schools in Makueni County, Kenya. The study was guided by Role theory and utilized a descriptive research design. The target population comprised of 3,364 teachers from 392 public secondary schools. The sample size of 357 was determined using Nassiuma's (2000) formula, which included 119 headteachers and 238 teachers. The data was collected through the administration of questionnaire. Pilot study was conducted to determine research instrument reliability and validity. The data was analyzed using descriptive statistics and presented in tables. The findings revealed that secondary school principals in Makueni County possessed a variety of supervisory competencies, including managerial (32%), evaluative (23%), interpersonal (19%), motivational (15%), and disciplinary skills (15%). These proficiencies enable principals to foster collaborative relationships with staff, cultivate a supportive school community, effectively manage human resources, and ensure adherence to Ministry of Education guidelines. Furthermore, the study identifies key additional abilities acquired through ongoing education and training, such as conflict resolution (8%), record-keeping (5%), and pedagogical expertise (1%). These skills empower principals to uphold teaching standards, monitor classroom performance, and optimize the utilization of instructional resources. Principals (78.8%) actively engage in organizing internal seminars, workshops, and collaborative sessions, underscoring their commitment to a culture of continuous learning and hence professional growth among teachers. The study highlights the significance of principals' involvement in identifying and resolving common classroom challenges, advocating for access to instructional materials, encouraging participation in professional conferences, and promoting teacher-to-teacher mentoring. However, the study also emphasizes the need for targeted improvements. Some principals exhibit deficiencies in specific supervisory abilities, notably financial management, and information technology skills. To address these gaps, the study recommends ongoing in-service training and capacity-building initiatives for principals, leveraging partnerships with educational institutions and relevant stakeholders.
Downloads
References
Camilleri Dimech, S. (2016). Becoming an effective school leader (Master's thesis, University of Malta).
Chun, J., Tingley, T., & Lidwell, W. (2022). The Elements of Education for School Leaders: 50 Research-Based Principles Every School Leader Should Know. Taylor & Francis.
Creswell, J. W. (2008). Educational research planning, conducting and evaluating quantitative and qualitative research (2nd ed). New Jersey: Prentice Hall.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi delta kappan, 76(8), 597-604.
Dolgoff, R. (2005). An Introduction to Supervisory Practice in Human Service. Boston: Pearson Education Inc.
Fairman, J. C., & Mackenzie, S. V. (2015). How teacher leaders influence others and understand their leadership. International Journal of Leadership in Education, 18(1), 61-87.
Fullan, M., & Hargreaves, A. (2012). Reviving teaching with ‘professional capital’. Education Week, 31(33), 30-36.
Gevera, P. K., Dowling, K., Gikuma-Njuru, P., & Mouri, H. (2022). Public knowledge and perception of drinking water quality and its health implications: an example from the Makueni County, South-Eastern Kenya. International Journal of Environmental Research and Public Health, 19(8), 4530.
Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for
classroom assessment. Applied measurement in education, 15(3), 309-333.
Hord, S. M., Abrego, J., Moller, G., Olivier, D. F., Pankake, A. M., & Roundtree, L. (2010). Demystifying professional learning communities: School leadership at its best. R&L Education.
Kalai, J. M. (2007). Education management practices in secondary schools and their implication for in-service training of head teachers: a survey of Kitui and Machakos districts, Kenya. Unpublished PHD Thesis. University of Pune, India.
Lamb, S., Maire, Q., & Doecke, E. (2017). Key skills for the 21st century: An evidence-based review.
Legters, N., Adams, D., & Williams, P. (2010). Common planning: A linchpin practice in transforming secondary schools. Herndon, VA: Paper commissioned by the US Department of Education (ED), Office of Elementary and
Secondary Education, Smaller Learning Communities Program.
Leithwood, K. A., & Riehl, C. (2003). What we know about Successful School Leadership: National College for School Leadership, Nottingham.
Lochmiller, C. R., & Mancinelli, J. L. (2019). Principals’ instructional leadership under statewide teacher evaluation reform. International Journal of Educational Management, 33(4), 629-643.
Musyoka, S. N., & Mutia, G. M. (2016). The status of fish farming development in arid and semi-arid counties of Kenya: case study of Makueni County. European Journal of physical and agricultural sciences. South Eastern Kenya University, Kenya.
Mwanzia, D. (2017). Challenges faced by women head teachers in public primary schools in Mbooni East District, Makueni County. International Journal of Sciences: Basic and Applied Research (IJSBAR), 35, 228-248.
Ngala, A. J. & Odebero, S. (2010). Teachers’ perceptions of staff development programmes as it relates to teachers’ effectiveness: a study of rural primary schools in Kenya. Educational research and review, 5 (1), 001-009.
Ngunjiri, J. M. (2012). Influence of head teachers’ instructional supervisory strategies on pupils’ performance in Kenya Certificate of Primary Education in public primary schools in Rumuruti Division, Kenya. Unpublished M Ed thesis, University of Nairobi, Kenya.
Orphanos, S., & Orr, M. T. (2014). Learning leadership matters the influence of innovative school leadership preparation on teachers’ experiences and outcomes. Educational Management Administration & Leadership, 42(5), 680-700.
Pillsbury, P. (2014). The unique aspects of high performing school leaders. In Pathways to Excellence: Developing and Cultivating Leaders for the Classroom and Beyond (Vol. 21, pp. 139-159). Emerald Group Publishing Limited.
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
Seashore, K., Leithwood, K., Wahlstrom, K., & Anderson, S. (2010). Investigating the links to improved student learning: Final report of research findings.
Shatzer, R. H., Caldarella, P., Hallam, P. R., & Brown, B. L. (2014). Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice. Educational Management Administration & Leadership, 42(4), 445-459.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in science education, 48, 1273-1296.
