INFLUENCE OF TEACHER PROFESSIONAL DEVELOPMENT ON LEARNER COMPETENCE ACQUISITION IN PUBLIC SECONDARY SCHOOLS IN MERU SOUTH SUB-COUNTY, THARAKA NITHI COUNTY, KENYA

Jacinta Kimondolo, Rose Njihia, Celestine Ndanu

Abstract


This study investigated how teacher professional development influences learner competence acquisition in public secondary schools in Meru South Sub-County, Tharaka Nithi County, Kenya. The specific objectives were to examine the influence of teacher peer mentoring and communities of learning on learner competence. The study was anchored on Baldwin and Ford’s (1988) Transfer of Training Theory, which explains how acquired skills are applied to enhance learner outcomes. A mixed methods approach was adopted using a convergent parallel design. From 38 public secondary schools, 12 were selected through stratified random sampling. The target population included 288 teachers, 1,272 Form Four students, 48 Heads of Department, and 12 principals. Stratified random sampling was used to select 168 teachers, while 144 Form Four students were selected purposively based on school exposure and diversity in gender, ability, and engagement. Principals were selected through purposive sampling based on their leadership role and were automatically included from the sampled schools. Heads of Department were also selected purposively, with four representing key subject areas per school. Data were collected using questionnaires for teachers and HoDs, interview guides for principals, and focus group guides for students. Validity was ensured through expert review and pilot testing. Reliability was confirmed via test-retest and Cronbach’s alpha (0.84). Credibility of qualitative data was enhanced through triangulation, member checking, and peer debriefing. Ethical approval was obtained from NACOSTI, and informed consent and assent were secured from all participants. The study found that teacher peer mentoring and communities of learning significantly improved learner competence in knowledge, skills, values, and attitudes. These strategies fostered emotional support, reflective practice, and collaborative teaching. Sustained teacher collaboration enhanced instructional quality and holistic learner development. The study recommends structured support from school leaders and education authorities, with future research focusing on learner values and the role of departmental leadership.

 

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teacher professional development, learner competence, teacher peer mentoring, teacher communities of learning, public secondary schools

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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6346

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