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Title: | TEACHERS’ PROFESSIONAL DEVELOPMENT AND TEACHING PROFICIENCY IN SELECTED BRITISH CURRICULUM SECONDARY SCHOOLS IN KENYA AND TANZANIA |
Authors: | GETECHA, JENNIFER |
Keywords: | TEACHERS’ PROFESSIONAL DEVELOPMENT TEACHING PROFICIENCY IN SELECTED BRITISH CURRICULUM |
Issue Date: | Sep-2023 |
Publisher: | The Catholic University of Eastern Africa |
Abstract: | ABSTRACT
Educational reforms in East Africa over the years have ignored the importance of teachers’
professional development (TPD). This has brought a challenge in the recruitment and retention
of quality teachers in the International school sector in East Africa and, resulting in the need to
retrain teachers to develop the required teaching proficiencies. The purpose of this study was
to investigate the relationship between teacher professional development programs and
teaching proficiency in Braeburn secondary schools in Kenya and Tanzania. This study was
guided by the following research questions: To what extent do the professional development
programmes enhance learner centred pedagogy in the learning and teaching process? How does
exposure in the professional development programmes enhance behaviour management in the
learning and teaching process? To what extent do the professional development programmes
enhance assessment for learning? How do the professional development programmes relate to
Teacher’s self-efficacy in the learning and teaching process? What are the challenges faced by
School managers when facilitating the professional development programmes to enhance
teacher proficiency? In what ways can professional development programmes be improved in
order to enhance Teachers ‘content delivery in the learning and teaching process? The study
was based on the Human Capital theory (HCT) proposed by Schultz and Becker (1961) who
developed it extensively. This study adopted a mixed method design specifically the
convergent design. A cross sectional survey research design was used for the quantitative
strand and a phenomenological research design was used for qualitative strand. The study
population was all the 300 schools offering British Curriculum. However the study on 10
Braeburn Group of schools in Kenya and Tanzania. Target population of the study comprised
240 teachers, 40 mentors’, 10 deputy head teachers and 10 head teachers of Braeburn Group
of International Schools in Kenya and Tanzania. The study used purposive sampling to select
the schools, head teachers and the deputy head teachers while stratified random sampling was
used to select the teachers and mentors in the schools, the stratas were female and male
categories to avoid biasness. Primary data was collected using questionnaires which were
pretested for reliability and validity to determine it suitability for use in the study. Quantitative
data was analysed using descriptive and inferential statistics and results presented using charts
and tables while content analysis was used for qualitative data. Inferential statistics, correlation,
multiple regression analysis were used to establish the nature and magnitude of the
relationships between the variables and to test the hypothesized relationships. The study
findings indicated that Braeburn professional development programmes had enhanced teachers’
proficiency in the teaching and learning process. The study findings indicated that the
challenges faced by the school managers when facilitating the professional development
programmes to enhance teacher proficiency were inadequate finances, inadequate time, lack of
clear school policy. It is therefore necessary for provision of adequate resources, finances and
a detailed school policy to ensure smooth facilitation in order to improve teachers’ professional
development. The study recommends that teachers should be encouraged to adopt appropriate
classroom management techniques to motivate pupils to learn for improved academic
achievement. The study also recommends that more opportunities for teachers’ professional
interactions and training should be created to ensure that the teachers are better prepared and
confident when applying different assessment methods, differentiation and setting assignments. |
Description: | Doctor of Philosophy in Educational
Administration and Planning |
URI: | http://localhost/xmlui/handle/1/12890 |
Appears in Collections: | Theses and Dissertations
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