Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Nicholas Wachira

Second Supervisor/Advisor

Mweru Mwingi


Institute for Educational Development, East Africa


This study explored transfer of knowledge and skills from teacher professional learning activities to the workplace. A concurrent mixed method was adopted. Data was collected using questionnaire, FGD and interview. The study was carried out among teachers in public secondary schools in Makueni county in Kenya. The respondents included classroom teachers, principal as well as TPD provider.

Findings suggest that the transfer of training into the classroom is influenced by trainee characteristics, training design and work environment which were studied. In addition, findings revealed that while there is a sufficient supply of subject based TPL programs, the quality of these programs does not always reach the expected standard and that the facilitators used were not always qualified teacher educators. Furthermore, schools do not seem to have an internal formalized school policy on TPL to regulate quality and demand transfer to the workplace. Similarly, schools do not have performance appraisal systems to evaluate the extent to which TPL is implemented by teachers and therefore teachers do not feel obliged to implement what they learnt. Teachers sometimes do not feel supported by school management which they expect to provide the resources, opportunity and time for them to put into practice what they learnt in the TPL activities