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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This study examined the relationship between professional development and teacher performance in public secondary schools in Mwala Sub-County, Machakos County, Kenya. To investigate this relationship, four variables, that is, in-service training, teacher collegiality, mentorship, and differentiated learning as independent variables, were compared with teacher performance as the dependent variable. A survey research design was employed, utilizing a questionnaire as the data collection instrument. The target population of the study consisted of 471 teachers, out of whom 142 were selected as the sample using simple random sampling. Simple random sampling was used to select a sample of 142 teachers from a target population of 471 teachers. The reliability of the questionnaire was assessed using Cronbach's alpha index, which yielded a value of .94 for all items. The data collected were analyzed using Inferential statistics, specifically Spearman's rank correlation analysis, with the help of SPSS. Interpretations of the findings were based on the Q (.05) observed Spearman's rho (p) coefficient and the corresponding probability level (p). The results of the study revealed that there was a positive and statistically significant relationship between various aspects of professional development and teacher performance: in-service training (p = .440, p < .001), teacher collegiality (p = .368, p < .001), mentorship (p = .492, p < .001), differentiated learning (p = .404, p < .001). The study then concluded that professional development programs, particularly those focused on in-service training and mentorship, are crucial for enhancing teacher performance. The recommendation was that the Ministry of Education should invest in structured and sustained teacher professional development programs that foster collaboration, peer learning, mentorship, content-focused active learning, reflection, and expert support. |
| Keywords: In-service training, Mentorship, Professional development, Quality education, Teacher collegiality, Teacher performance. |
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