INFLUENCE OF TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS ON TEACHER JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN RONGAI SUBCOUNTY, NAKURU COUNTY, KENYA

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dc.contributor.authorKORIR MERCY CHELANGAT
dc.date.accessioned2026-04-21T15:19:06Z
dc.date.available2026-04-21T15:19:06Z
dc.date.issued2025
dc.descriptionTHESIS
dc.description.abstractThe study investigated the influence of teacher professional development programmes on teacher job performance in public secondary schools in Rongai Sub-County, Nakuru County, Kenya. The study was guided by the following research questions: What is the level of teachers’ participation in professional development programs? How does the school administration promote teacher professional development? To what extent does participation in professional development programs influence teachers' job performance? What challenges hinder the effectiveness of teachers’ professional development programs in enhancing teacher job performance? The study was anchored in Malcolm Knowles’ Adult Learning Theory and employed a mixed-method research design. The target population included one sub-county director of education, 48 administrators, 285 teachers, and 300 students from 48 public secondary schools. Stratified random sampling produced a sample of 15 schools, 85 teachers, and 90 students; systematic sampling yielded 15 administrators, while purposive sampling was used for the sub-county director. Data collection involved questionnaires and interview guides, validated through expert review. Reliability was established using Cronbach’s Alpha (α = .796) for quantitative tools, while credibility and member checking were applied to qualitative data. Quantitative data were analyzed using descriptive statistics and correlation tests with SPSS, while qualitative data were thematically analyzed. Findings showed low teacher participation in PD (28%). However, student responses indicated improved classroom performance (81%) among participating teachers due to better preparedness. Correlation results revealed significant positive relationships: PD participation and lesson preparation (r = 0.45, p = 0.002), PD relevance and clarity of explanations (r = 0.50, p = 0.001), and PD support with teacher motivation (r = 0.40, p = 0.005). Despite these benefits, 68% of teachers considered PD irrelevant, while 81% cited inadequate leadership support and 72% mentioned funding challenges. The study recommended localized and mentorship-driven PD models, enhanced peer coaching, and collaboration with Non-Governmental Organizations to address resource constraints and improve teaching outcomes.
dc.identifier.urihttps://repository.cuea.edu/handle/123456789/695
dc.language.isoen_US
dc.publisherTHE CATHOLIC UNIVERSITY OF EASTERN AFRICA
dc.subjectTeacher professional development
dc.subjectjob performance
dc.subjectteacher effectiveness
dc.subjectpublic secondary schools
dc.subjectcontinuous professional development
dc.subjectRongai Sub-County
dc.subjectNakuru County
dc.subjectKenya
dc.titleINFLUENCE OF TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS ON TEACHER JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN RONGAI SUBCOUNTY, NAKURU COUNTY, KENYA
dc.typeThesis

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