PRINCIPALS' PROVISION OF TEACHER PROFESSIONAL DEVELOPMENT AND STUDENTS' ACADEMIC PERFORMANCE IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN KILUNGU SUB-COUNTY, KENYA
PRINCIPALS' PROVISION OF TEACHER PROFESSIONAL DEVELOPMENT AND STUDENTS' ACADEMIC PERFORMANCE IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN KILUNGU SUB-COUNTY, KENYA
Colleta Ngami Kumonya - Masters of Education in Administration, Machakos University, Kenya
Prof. Kimiti Richard Peter - Department of Education Management and Curriculum Studies, Machakos University, Kenya
Dr. Francis Mutua - Department of Educational Communications and Technology and Early Childhood Education, Machakos University, Kenya
ABSTRACT
Kilungu Sub-County in Kenya has faced ongoing challenges in improving students' performance in Mathematics. Despite various educational reforms, students continue to struggle with understanding mathematical concepts, leading to underperformance. This study sought to examine the role of principals' provision of teacher professional development in enhancing students’ academic performance in Mathematics in public secondary schools within the sub-county. Guided by instructional leadership theory, the study used a correlational research design, involving 20 public secondary schools in Kilungu Sub-County. The study used a target population of 20 principals, 66 Mathematics teachers, and 800 students. A stratified random sampling method was used to select six schools, and simple random sampling was used to select 21 Mathematics teachers and 249 Form Three students. Data were collected through questionnaires for teachers and students, and interviews for principals. The qualitative data were analyzed using content analysis. Statistical tests, including Chi-Square analysis, were used to assess the relationships between principals’ teacher professional development and students' academic performance in Mathematics. The study found a significant link between principals’ provision of teacher professional development and students’ academic performance in Mathematics. Principals who actively supported and facilitated professional development opportunities for Mathematics teachers contributed to improved teaching practices, which in turn positively affected student performance. The study concluded that providing teachers with targeted professional development opportunities, such as workshops, seminars, and continuous learning programs, is critical for enhancing teaching quality and fostering better student engagement in Mathematics. The study recommended that principals prioritize professional development initiatives tailored to teachers’ needs, particularly in Mathematics, and support a sustained culture of learning. It also emphasized the importance of integrating teacher professional development with the broader educational goals of the school to improve academic outcomes.
