Effects of Teacher Participation in in-service Training on Achievement in Kenya Certificate of Primary Examination in Kirinyaga County, Kenya

Abstract

Teacher Professional Development is a key component of educational reforms across the world due to its effects on teacher effectiveness and learner outcomes. Teachers engage in different professional development programs to improve learner achievements. However, the effects of teacher participation in in-service courses on learners’ achievement have come under scrutiny due to persistent low learning outcomes. The study adopted convergent parallel mixed methods approach design. A sample of 194 teachers in 68 public and private primary schools was selected using stratified random and purposive sampling. Data collection instruments were questionnaires and focus group discussion guide. Data were analyzed using descriptive and inferential statistics. The study established that teacher participation in formal training programs had statistically insignificant effects on Kenya Certificate of Primary Examination achievement indicating that other factors like individualized attention to learners, prompt marking and revision of tests as well as supervision of teaching and learning contributed greatly. The in-service courses were found to be short term and infrequent. The study recommends engagement of teachers in continuous and frequent professional development activities and establishment of school infrastructure to support daily collaborative teacher professional development activities at the school level.