FUTURE OF TEACHER PROFESSIONAL DEVELOPMENT IN KENYA: STRATEGIC LEADERSHIP APPROACH

Forfattere

  • Wafula S. Mabele Department of Educational Planning and Management, Kibabii University, Kenya
  • Sarah N. Likoko Department of Educational Planning and Management, Kibabii University, Kenya
  • Obino P. Ongányi Department of Social Sciences, Kibabii University, Kenya

DOI:

https://doi.org/10.46827/ejes.v10i1.4658

Nøgleord:

strategic leadership, teacher professional development, policy, implementation

Resumé

The purpose of this study was to examine the place of strategic leadership in the implementation of teacher professional development (TPD). The study was done through a literature review of two kinds: policy documents and published studies. Published studies were identified using Dimensions and Google search engines and through pearl growing. The search queries targeted studies published between 2013 and 2022 whose titles, abstracts, or keywords contained terms related to teachers’ professional development, strategic implementation and strategic leadership in fields of education, business and management. Studies which lacked these terms were deemed irrelevant and excluded. The findings were based on the review, analysis and synthesis of 33 relevant studies. Consensus across multiple studies was that strategic leadership influences strategy implementation which informed the recommendation of strategic leadership in TPD implementation. Threats to TPD implementation such as potential resistance by teachers, misalignment of goals, cost implications and lack of a clear organization structure were established and areas of further research were recommended.

 

Article visualizations:

Hit counter

Forfatterbiografier

  • Wafula S. Mabele, Department of Educational Planning and Management, Kibabii University, Kenya

    Samuel Mabele Wafula is an educator with vast experience. He holds a Master of Education in Educational Planning from Moi University. He is currently pursuing a PhD in Educational Planning and Management at Kibabii University. He has publications in international peer-reviewed journals and actively participates in capacity-building workshops and conferences. He is a member of the Kenya Association of Educational Administration and Management-KAEM.

  • Sarah N. Likoko, Department of Educational Planning and Management, Kibabii University, Kenya
    Dr. Sarah Naliaka Likoko is a trained teacher and a PhD holder in Education Planning and Management. She is currently the chairperson of Department of Educational Foundations, Planning and Management at Kibabii University. She has vast experience in teaching, research and postgraduate supervision. She also serves on a number of School Management Boards.
  • Obino P. Ongányi, Department of Social Sciences, Kibabii University, Kenya

    Dr. Paul Ongányi Obino is a senior lecturer in the Department of Social Sciences at Kibabii University, Kenya. He holds a PhD in Population Geography. He is an experienced researcher with a penchant for population and livelihoods. He has widely contributed to teaching, research mentorship and published books and in peer-reviewed journals. He currently serves as the Director of Partnerships and Linkages. He is a member of the Population Association of Kenya and the National Centre for Competence in Research (NCCR) North-South, Switzerland.

Referencer

Al Darayseh, A., Al Sadi, S. and Alramamneh Y. (2021). Most Effective Internationally Emerging Implementation Models in Teacher Professional Development Programs over the Last Decade. European Journal of Education Studies. http://dx.doi.org/10.46827/ejes.v8i7.3821.

Bautista, A., & Ortega-Ruíz, R. (2015). Teacher professional development: International perspectives and approaches. Psychology, Society and Education, 7(3), 240-251.

Behrstock-Sherratt, E. and Jacques F. (2012). Aligning Evaluation Results and Professional Development: Driving Systemic Human Capital Management Reform. Teacher Incentive Fund, USA.

Carvalho, M., Cabral, I., Verdasca, J. L. & Alves, J. M. (2021). Strategy and Strategic Leadership in Education: A Scoping Review. Front. Educ. https://doi.10.3389/feduc.2021.706608.

Coetzee, M. J. P. (2016). Strategic alignment of Information Technology and Business. Master of Science Engineering Dissertation, University of the Witwatersrand.

Darling-Hammond, L., Hyler, M. E. & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.

Desta, D., Chalchisa, D. and Lemma, G. (2013). School-Based Continuous Teacher Professional Development: An Investigation of Practices, Opportunities and Challenges.

El-Deghaidy, H., Mansour, N., Aldahmash, A. & Alshamrani, S. (2015). A framework for designing effective professional development: Science teachers’ perspectives in a context of reform. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1579-1601. Iser Publications.

Fullan, M. (2007). The New Meaning of Educational Change, 4th edition, (pp 65). Teachers College, Columbia University.

Gathumbi, A. W., Njoroge, J. M. and Hintze D. L. (2013). Towards Comprehensive Professional Development of Teachers: The Case of Kenya. International Journal of Process Education, Vol. 5(1).

Gusmão, F. D., Christiananta, B., & Ellitan, L. (2018). The Influence of Strategic Leadership and Organizational Learning on Organizational Performance with Organizational Citizenship Behavior as an Intervening Variable, International Journal of Scientific Research and Management (IJSRM), Volume 6, Issue 4, pp.124-131.

Harwell, S. H. (2003). Teacher Professional Development: It’s Not an Event, It’s a Process. CORD.

Hicks, Vicki Behavioral Change Theory. http://www.csupomona.edu/~jvgrizzell/best_practices/bctheory.html

Kisirkoi, F. and Kamanga, A. N. (2018). Continuous Teacher Professional Support for Effective Implementation of Basic Education Curriculum Framework. Education Quarterly Reviews, Vol.1, No.2, 309-317. Available at: https://www.asianinstituteofresearch.org/

Marey, R., Magd, A. and Tidswell, A. (2022). A transformative professional development model in current Egyptian reforms: A mixed-methods study. Social Sciences and Humanities Open. www.sciencedirect.com/journal/social-sciences-and-humanities-open

Masika, E. K. (2022). Implementation of Teachers’ Performance Appraisal Development (TPAD) and Its Effects on Teaching and Learning Activities in Kimilili Sub-county, Bungoma County, Kenya. https://internationaljournals.co.in/index.php/giirj/article/view/2229/2024

Mugambi, M. M and Ochieng, R. J. (2016). Repositioning School-Based Teacher Management in Kenya: Global Practices and Approaches. International Journal of Education and Practice, 4(12): 268-280: Pak Publishing Group.

Muoki, F. M. and Okibo, W. B. (2016). Role of Organizational Structure on Strategy Implementation of Public Universities in Kenya: A Case Study of Jaramogi Oginga Odinga University of Science and Technology. International Journal of Social Sciences and Information Technology, Vol II, Issue VIII. http://www.ijssit.com/.

Mwangi, I. (2021, September 28). Petition Filed in Court Challenging TSC’s Mandatory Courses for Teachers. Capital News. https://www.capitalfm.co.ke/news/2021/09/petition-filed-in-court-challenging-tscs-mandatory-courses-for-teachers/.

Niemi, H. (2015). Teacher professional development in Finland: Towards a more holistic approach. Psychology, Society and Education, 7(3), 278-294.

Nyamai, F. (2021, November 1). Inside the Controversial teacher retraining plan. Business Daily: Kenya. https://www.businessdailyafrica.com/bd/data-hub/inside-controversial-teacher-retraining-plan-3603828.

Nyong’a, T. M. & Maina, R. (2019). Influence of strategic leadership on strategy implementation at Kenya Revenue Authority, southern region in Kenya. International Academic Journal of Human Resource and Business Administration, 3(5), 128-159.

Ogola, D. N. (2019). Strategic Leadership and Strategy Implementation – A Case Study of Federation of Uganda Football Association (FUFA). Texila International Journal of Management.

Omoro, G. O. (2016). Role of Strategic Leadership in Strategy Implementation in the Geothermal Development Company in Kenya. MBA Research Project. University of Nairobi.

Patfield, S., Gore, J. and Harris, J. (2021). Shifting the focus of research on effective professional development: Insights from a case study of implementation. Journal of Educational Change https://doi.org/10.1007/s10833-021-09446-y

Phetla, D., & Newman, W. (2020). Effectiveness of teacher professional development programmes: Literature review. Journal of Entrepreneurship Education, 23(S2).

PM4DEV. (2016). Project Management Organizational Structures. https://PM4DEV_Project_Management_Structures.pdf

Scutt, C and Harrison, S. (eds. 2019). Teacher CPD: International Trends, Opportunities and Challenges. Chartered College of Teaching.

Stromquist, N.P. (2018). The Global Status of Teachers and the Teaching Profession. Education International.

Taylor, N., Deacon, R. and Robinson, N. (2019). Secondary Level Teacher Education in Sub-Saharan Africa: Teacher Preparation and Support Overview Report. Jet Education Services. https://mastercardfdn.org/

Teacher.co.ke. (2022). Teacher Professional Development Framework in Kenya. https://teacher.co.ke/wp-content/uploads/bsk-pdf-manager/2022/05/OVERVIEW-OF-TPD-AND-IN-KENYA.pdf

Tek, A. and Deya, J. (2020). Influence of Strategic Leadership on Implementation of Environment and Natural Resources Strategies in Nakuru County, Kenya. International Journal of Academic Research in Business and Social Sciences. 10(9), 542-563.

Thompson, G. (2021). The Global Report on the Status of Teachers 2021. Education International

Whitworth, B. A. and Chiu J. L. (2015). Professional Development and Teacher Change: The Missing Leadership Link. https://www.researchgate.net/publication/271014552.

Yarabow, M. M and Muathe, S. M. A. (2020). Organisational Structure and Strategy Implementation: Empirical Evidence from Oil Marketing Companies in Kenya. International Journal of Management and Applied Research, 2020, Vol. 7, No. 1.

Ye, Yan-Hong and Shih, Yi-Huang (2020). Strategies for Improving Professional Development of Teachers in Primary and Secondary Schools in Taiwan after the Implementation of 12-Year Basic Education Curriculum. Universal Journal of Educational Research, 8(12A), 7350 - 7358. DOI: 10.13189/ujer.2020.082519.

Yilmaz, H. Y. and Sever, S. (2021). A professional development analysis for Turkish language teachers: What did they expect? What have they found? Journal of Pedagogical Research Volume 5(1) http://dx.doi.org/10.33902/JPR.2021067243.

Zhang, S., Zhao, W. and Cao, Y. (2021). Toward Sustainable Professional Development: An Investigation of Informal Interactions among Chinese Mathematics Teachers. Front. Psychol. 12:681774. doi: 10.3389/fpsyg.2021.681774.

Downloads

Publiceret

2023-02-05

Nummer

Årg. 10 Nr. 1 (2023)

Sektion

Articles

Licens

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).