CONTEXT OF PROFESSIONAL DEVELOPMENT POLICIES AND TEACHER OF BUSINESS STUDIES COMPETENCY IN PUBLIC SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA

Authors

  • Mailo Emmanuel Munyao Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Kenya
  • Khavugwi Lilian Ganira Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Kenya
  • Paul Amollo Odundo Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Kenya
  • John Kamau Mwangi Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejes.v9i4.4234

Keywords:

capacity building, policies guiding pedagogy, pre-service training, professional development, teacher competency, teacher promotion

Abstract

Potent policies directing professional development for teachers of Business studies focus on skills and competencies which address specific needs of learners for high achievement. Professional development for teachers of Business studies has been a trending phenomenon in the education sector in Kenya for enhancing effective teaching and learning. Contemporary training prepares teachers of Business studies with appropriate competencies for equipping learners with skills and capabilities to thrive in a dynamic and interconnected world that joins and engages the sense of curiosity. In addition, teachers of Business studies receive updates on modern pedagogical skills through pre-service training and capacity building and job motivation through teacher promotion for raising productivity. Professional development for teachers is guided by feasible policies which act as control mechanism for enhancing discipline, order and accountability in the teaching profession. Thus, this study determined the influence of policies guiding professional development on teacher of Business studies competency in Kajiado county, Kenya. The study was premised on the Context evaluation, Input evaluation, Process evaluation and Product evaluation model. Anchored on a descriptive survey design, the study targeted a population of 42 respondents from eleven public secondary schools and education offices in Isinya sub-county; Kajiado county. Data was gathered from teachers of Business studies using questionnaires and from school principals and sub-county education officials using interview schedules. Data collected was coded and fed into SPSS software version 25.0 and statistical analysis using inferential and descriptive statistics was done on cross-tabulations. The study found that policies guiding the professional development of teachers of Business studies were significantly related to teacher competency. The study recommends the Teachers Service Commission (TSC) to formulate more feasible policies that guide professional development of teachers of Business studies through capacity building training, targeting contemporary issues surrounding Business studies and equipping teachers with practical skills critical for enhancing socio-economic development. Further, the study recommends the TSC to formulate attainable policies that guide and create morale of teachers of Business studies through continuous job promotion for high learner achievement.

 

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Author Biographies

  • Mailo Emmanuel Munyao, Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Kenya

    Mailo Emmanuel Munyao is a Tutor of Business studies and Mathematics. He holds a Bachelor’s degree in Education (arts) and Masters’ degree in Education (Business education) from the University of Nairobi, Kenya. He is a prospective PhD student in pedagogy (Business Education) and his research interest includes Teacher Education, University Pedagogy and ICT Integration in Education.

  • Khavugwi Lilian Ganira, Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Kenya

    Ganira Lilian Khavugwi (PhD) is a Lecturer in the Department of Educational Communication, Technology and Pedagogical Studies in the University of Nairobi; Kenya. Her research interest lies in Early Years Education, Pedagogy and Andragogy.

  • Paul Amollo Odundo, Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Kenya

    Odundo Paul Amollo (PhD) is a Professor of Business Education in the Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi; Kenya. His research interest includes Education, Finance and Health.

  • John Kamau Mwangi, Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Kenya

    Mwangi John Kamau (PhD) is a Senior Lecturer of Business Education, Pedagogy and Andragogy in the Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi; Kenya. His research interest includes Business Education, Motivation and Learning, Education Learning Achievements.

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Published

2022-04-11

Issue

Vol. 9 No. 4 (2022)

Section

Articles

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