FACTORS AFFECTING CONTINUING PROFESSIONAL DEVELOPMENT OF TEACHERS IN TECHNICAL AND VOCATIONAL INSTITUTIONS IN KENYA: A CASE OF NORTH RIFT REGION OF KENYA.

Abstract

Teacher development is a never ending cycle of learning that begins with initial teacher training and continues for as long as a teacher remains in the profession. The term continuing professional development (CPD) implies all the activities which teachers engage in during the course of a career which are designed to enhance their work. Such activities are intended to result in on-going teacher learning, a process by which teachers move towards expertise. Unfortunately, continuing professional development for teachers remains relatively unexplored. Hence, this study sought to determine the factors affecting Continuing Professional Development of teachers in technical and vocational institutions in North-Rift region of Kenya. In order to achieve the purpose of this study, four specific research objectives were addressed: to find out the frequency of continuing professional development forums such as workshops, seminars and in-service teacher education programmes for teachers of technical and vocational institutions, to identify the themes or issues that have so far been tackled or addressed by such continuing professional development forums, to identify the themes or issues that teachers of technical and vocational institutions need to be addressed and can be tackled through continuing professional development programmes and to establish the major obstacles to continuing professional development of teachers in technical and vocational institutions. The study adopted a conceptual framework by modifying various concepts relating to continuing professional development of teachers of technical and vocational institutions in relation to factors affecting its effective implementation. Cross–sectional survey design based on a sample drawn from six selected technical training institutions was adopted for the study. The researcher used Questionnaires, Interview schedules and document analysis as research instruments to collect the data. The research was validated through piloting and retest of questionnaires while Coefficient Alpha was used to test the internal consistency of the questionnaires. The study population comprised of administrators and teachers from six technical training institutions and Quality assurance and standards officers in district education offices where these technical training institutions are based. A sample of 171 respondents was selected for the study. The data from the research instruments were coded and analyzed using descriptive statistical techniques which included frequencies and percentages. Structured equation model in terms of a path diagram analysis was used to establish the effect of individual and institutional factors on implementation of the continuing professional development programmes. The study found that teachers of technical and vocational institutions are not effectively supported through CPD programmes. This lack of support is related to contextual factors within the institutions as well as factors inherent in the individual teachers. It is expected that the results of this study will create awareness of these aspects among teachers of technical and vocational institutions, their institutions as well as the local CPD organizations. It is also expected that the findings of this study will raise implications to consider for improving the CPD experience of teachers. This study recommends that professional development programmes for teachers of technical and vocational institutions should have stronger ties with the sites of teacher training and that they need considerably more access to professional development if they are to contribute to significant improvements in student achievement.