Perceived Quality of In-Service Training and Teacher Commitment in Public Secondary Schools in Nyahururu Sub-County, Kenya

Asmina Bosibori Ouro, Peter Githae and John Kanjogu
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Asmina Bosibori Ouro: MED Student, Department of Curriculum and Education Management, Laikipia University
Peter Githae: Department of Curriculum and Education Management, Laikipia University
John Kanjogu: Department of Curriculum and Education Management, Laikipia University

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 4760-4772

Abstract: Teachers are essential to a country’s education system, necessitating robust pedagogical skills to perform effectively. In Kenya, the government, through Semi-Autonomous Government Agencies (SAGAs), has implemented in-service training programs like Strengthening of Mathematics and Science in Secondary Education (SMASSE) to improve teachers’ professional competencies. Despite these initiatives, concerns persist about their impact, particularly in Nyahururu Sub-county. This study aimed to explore the relationship between the perceived quality of these in-service training programs and teacher commitment in public secondary schools in Nyahururu. The study examined two key aspects: the teachers’ perceptions of the training quality and how this perception affects their commitment to teaching and promoting student welfare. The research was guided by Transformative Learning Theory and Self-Efficacy Theory. Using an ex-post facto design, data were collected through a questionnaire from 214 out of 472 teachers through stratified sampling technique, with the instrument showing a high reliability coefficient (r=0.838). The analysis used quantitative method, including Pearson’s correlation coefficient for hypothesis testing at a 0.05 significance level. Findings revealed a high to strong positive relationship between teachers’ perceptions of training quality and their commitment to teaching and learning (r=0.658). This indicates that higher ratings of training quality are associated with increased dedication to teaching. Additionally, there was a strong positive relationship between perceived training quality and teachers’ commitment to student welfare (r=0.725), suggesting that better training leads to greater commitment to student support. The study’s insights suggest that improving the quality of in-service teacher training can enhance teacher commitment, benefiting Kenya’s secondary education sector by fostering more engaged and effective educators.

Date: 2024
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