INFLUENCE OF TEACHER PROFESSIONAL DEVELOPMENT ON THE USE OF EDUCATIONAL RESOURCES IN PUBLIC SECONDARY SCHOOLS IN KENYA

Abstract

When educational resources are well utilized, it is expected that performance in Kenya Certificate of Secondary Education (K.C.S.E) examination should improve. Professional development (P.D) is meant to enhance proper use of resources by teachers. The number of students who achieved quality grades in K.C.S.E examination in Mumias District was on decline as in 2008, 2009 and 2010, 17.51%, 15.53% and 13.84% of the candidates respectively were selected by Joint Admissions Board (JAB) to join Public Universities. The purpose of this study was to establish the level of influence of P.D on the use of resources in public secondary schools in Mumias District. The objective of the study was to find out influence of P.D on the use of resources in the teaching and learning process. The study adopted descriptive survey design. The population of the study consisted of one District Quality Assurance and Standards Officer (DQASO), 33 Head teachers, 165 Head of departments (HODs), 393 teachers and 4786 Form 3 and 4 students drawn from 33 schools. Saturated sampling technique was used to select one DQASO, 30 Head teachers and 150 HODs. Simple random sampling technique was used to select 131 teachers while 360 students were selected based on Israel’s formula of determining sample size. Data were collected by use of questionnaire, interview schedule, document analysis guide and Focus Group Discussion (FGD) guide. To ensure reliability of the instruments of data collection, a pilot study was carried out on 3 headteachers, 15 HODs, 13 teachers and 36 students drawn from 3 schools that were not used in the actual study. Validity of the instruments was determined by research experts at the Department of Educational Management and Foundations of Maseno University. Quantitative data from closed-ended parts of the questionnaire were analyzed using descriptive statistics in form of one-way Analysis of Variance (ANOVA), percentages, frequency counts and means while qualitative data from open-ended parts of the questionnaire, interview schedules, document analysis and FGD were analyzed on an on-going basis as themes and sub-themes emerged. The main findings of the study were that P.D highly influenced; use textbooks, chalkboard and stationery. It was concluded that P.D positively influenced teacher effectiveness by enhancing use of resources. It was recommended that organizers of P.D should focus more on use of video, radio, internet, television and computer.