Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Fortidaz Bakuza

Department

Institute for Educational Development, East Africa

Abstract

This study aimed to address the low teacher participation in PD initiatives, focusing on two public secondary

school in Rongo Sub-County, Kenya. A qualitative approach and case study design were utilized to explore the strategies employed by school leadership to promote teacher engagement in PD. The main objective of the study was to explore the strategies used by school leadership to promote teacher participation in professional development initiatives. The specific objectives were: To assess the current forms and levels of PD initiatives the school leadership supports: To examine the role of school leadership in promoting teacher engagement in PD; To identify the factors influencing school leadership support of teacher PD initiatives.

The research questions that guided this study were: Main question; what strategies does the school leadership utilize to promote teacher participation in PD initiatives? Subsidiary questions included; what are the current forms and levels of PD initiatives the school leadership supports? How does the school leadership promote teacher engagement in PD? What are the factors that influence school leadership support of teacher participation in PD initiatives? Purposive sampling was employed to select 21 participants from two public secondary schools in Rongo sub-county, Kenya. The sample comprised 2 principals, 2BOM members, 8 HODs and 9 teachers. Data were collected through semi-structured interviews, focus group discussions, and document analysis. Focus group discussions provided a platform for participants to engage in collaborative dialogue and share their experiences related to PD participation. Document analysis involved examining relevant documents, such as school policies and PD program materials, to gain insights into the strategies implemented by school leadership. Thematic analysis was utilized to analyze the collected data. This approach involves identifying patterns and themes within the data to uncover key findings. The data collected from interviews, focus group discussions, and document analysis were systematically analyzed to extract meaningful themes related to teacher participation, the role of school leadership, and the influencing factors.

The study was underpinned by the Transformational Leadership Theory. The findings revealed that school leaders integrated job-embedded PD activities, including mentoring programmes, lesson study, or collaborative curriculum development into teachers’ daily work since it was practical and relevant. Additionally, they encouraged collaborative opportunities through PLCs where teachers shared best practices, engaged in peer learning and collaborated on instructional strategies. Clear communication emphasizing the importance, leadership support and opportunities for PD also emerged as an effective strategy. The study recommends establishing mechanisms for monitoring and evaluating the impact of PD programmes at the school level, collaboration and job-embedded blended PD activities to effectively promote and sustain teacher participation. By addressing the research gap, exploring the specific area of Rongo Sub-County, Kenya, and utilizing qualitative methods for data collection and thematic analysis, this study aims to provide valuable insights into the strategies employed by school leadership to promote teacher participation in professional development initiatives.

First Page

1

Last Page

80

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