Effectiveness of Professional Development of Teachers in Selected Schools in Tharaka-Nithi and Meru County, Kenya

Abstract

The purpose of this study was to evaluate the effectiveness of professional development programs aimed at enhancing skills for teaching the integrated English and literature curriculum in secondary schools in Kenya. Questionnaires were administered to teachers of English and Literature in schools in Tharaka-Nithi and Meru County. The findings showed that although majority of the respondents were experienced teachers, not all had pre-service training for both English and Literature, and thus the need for professional development programs. All the teachers sampled indicated they had attended professional development courses and the content covered in the training was relevant to the demands of the integrated curriculum in the classroom. There was however a noted need for such programs to take longer sessions, and follow-ups to be done on those who attend professional development sessions so that educators can identify areas that need more attention, and subsequently modify their training strategies

Keys words:  Professional Development, effectiveness, English, Literature, Meru, Tharaka-Nithi

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