EFFECTIVENESS OF TEACHERS’ PROFESSIONAL DEVELOPMENT PROGRAMS ON INSTRUCTIONAL DELIVERY IN PUBLIC SENIOR SCHOOLS IN MAVOKO SUB-COUNTY, MACHAKOS COUNTY, KENYA
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Date
2026-11-03
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THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
Abstract
This study examined the effectiveness of teachers’ professional development programs on instructional delivery in public senor schools in Mavoko sub-county, Machakos County, Kenya. The study focused on the following research questions: How do in-service training programs affect teachers’ instructional delivery in public senior schools in Mavoko sub-county? To what extent do workshops and seminars improve teachers’ instructional practices in public senior schools in Mavoko sub-county? To what extent do mentorship programs affect teachers’ instructional delivery in public senior schools in Mavoko sub-county? What challenges influence teachers’ participation in professional development programs in public senior schools in Mavoko sub-county? What strategies can be adopted to enhance the effectiveness of teachers’ professional development programs in improving instructional delivery? The study was grounded in Human Capital Theory by Theodore Schultz. A mixed-methods approach under a convergent design was employed. The quantitative component adopted a cross-sectional design, while the qualitative component was guided by a phenomenology design. The target population comprised 16 public senior schools, including 16 principals, 285 teachers, 2,850 Form Three and Four students, and one Sub-County Director of Education. Sampling techniques used included stratified sampling for schools, simple random sampling for teachers, systematic sampling for students, and criterion-purposive sampling for principals and SCDE sampling, resulting in a sample of 7 schools, 7 principals, 74 teachers, 285 students, and the Sub-County Director of Education. Data collection instruments included questionnaires for teachers, interview guides for principals and the Sub-County Director of Education, focus group discussion guides for students, a document analysis guide, and an observation guide. Quantitative data were analyzed using SPSS version 28, where descriptive statistics such as frequencies, percentages, means, and standard deviations were used. Inferential statistics, including t-tests and ANOVA, were used to determine differences between variables. Findings were presented using tables. Instrument validity was ensured through face, content, criterion, and construct validity, while reliability was tested using Cronbach’s Alpha (0.8). Qualitative data were analyzed thematically using NVivo, guided by credibility, dependability, transferability, and confirmability, with ethical considerations observed. The study found that mentorship, workshops, seminars, and in-service training enhanced teachers' delivery, practices, and delivery of instruction. Financial limitations, excessive workloads, restricted ICT access, and insufficient administrative assistance were also found to be obstacles to professional development in both quantitative and qualitative research. The research advises the Teachers Service Commission, the Ministry of Education, and school principals to enhance ongoing, adequately funded, school-based professional development that includes mentorship, ICT, and routine oversight support.
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Keywords
Teachers’ professional development, instructional delivery, teacher effectiveness, professional training, teaching competencies, pedagogical skills, instructional practices, teacher capacity building, public senior schools, Mavoko Sub-County, Machakos County, Kenya