Influence of Teacher Professional Development on Job Performance in Public Secondary Schools in Rongai Sub-County, Nakuru County, Kenya
Abstract
This study examined the influence of teacher professional development (TPD) on job performance
in public secondary schools in Rongai Sub-County, Nakuru County, Kenya. Anchored in Knowles’
Adult Learning Theory, the study employed a convergent mixed-methods design, targeting 48
administrators, 285 teachers, 300 students, and one Sub-County Director of Education. Stratified,
purposive, and systematic sampling were used to obtain 191 participants. Data collection involved
questionnaires for teachers, administrators and students while interviews collected data from SubCounty Director of Education. Research tools were subjected through content and face validity
through expert review. Quantitative Instrument reliability was ascertained with help of Cronbach’s
Alpha which yielded a value of (α = .796). Reliability for qualitative data was ascertained in terms
of their trustworthiness specifically for credibility and dependability. Quantitative data were
analyzed using Statistical Package for Social Sciences version 25 to generate descriptive statistics
that summarized data. The results were presented in frequency distribution tables. Pearson
correlations was used to test the hypothesis. Qualitative data from interviews underwent thematic
analysis and the results was presented in form of narratives and frequencies. Results revealed low
teacher participation in TPD (28%) but significant positive relationships between TPD and
performance indicators: lesson preparation (r = .45, p = .002), clarity of explanations (r = .50, p =
.001), and motivation (r = .40, p = .005). Students reported notable gains in classroom engagement
(81%), while 69% of teachers perceived limited benefits, citing weak leadership support (81%),
funding constraints (72%), and content irrelevance (68%). The study concluded that contextually
relevant, sustained, and mentorship-driven TPD enhances teacher effectiveness and recommends
localized models emphasizing peer coaching, administrative support, and NGO partnerships.
in public secondary schools in Rongai Sub-County, Nakuru County, Kenya. Anchored in Knowles’
Adult Learning Theory, the study employed a convergent mixed-methods design, targeting 48
administrators, 285 teachers, 300 students, and one Sub-County Director of Education. Stratified,
purposive, and systematic sampling were used to obtain 191 participants. Data collection involved
questionnaires for teachers, administrators and students while interviews collected data from SubCounty Director of Education. Research tools were subjected through content and face validity
through expert review. Quantitative Instrument reliability was ascertained with help of Cronbach’s
Alpha which yielded a value of (α = .796). Reliability for qualitative data was ascertained in terms
of their trustworthiness specifically for credibility and dependability. Quantitative data were
analyzed using Statistical Package for Social Sciences version 25 to generate descriptive statistics
that summarized data. The results were presented in frequency distribution tables. Pearson
correlations was used to test the hypothesis. Qualitative data from interviews underwent thematic
analysis and the results was presented in form of narratives and frequencies. Results revealed low
teacher participation in TPD (28%) but significant positive relationships between TPD and
performance indicators: lesson preparation (r = .45, p = .002), clarity of explanations (r = .50, p =
.001), and motivation (r = .40, p = .005). Students reported notable gains in classroom engagement
(81%), while 69% of teachers perceived limited benefits, citing weak leadership support (81%),
funding constraints (72%), and content irrelevance (68%). The study concluded that contextually
relevant, sustained, and mentorship-driven TPD enhances teacher effectiveness and recommends
localized models emphasizing peer coaching, administrative support, and NGO partnerships.
Keywords
Teacher professional development, job performance, mentorship, secondary education, Kenya
Citation
Korir, M.C., Momanyi, M., & Obutu, E. (2025). Influence of Teacher Professional Development
on Job Performance in Public Secondary Schools in Rongai Sub-County, Nakuru County,
Kenya. Journal of Africana Articles, 3(31), 1-14. DOI:
https://doi.org/10.5281/zenodo.17183378