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

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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)

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.

Suggested Citation

  • Asmina Bosibori Ouro & Peter Githae & John Kanjogu, 2024. "Perceived Quality of In-Service Training and Teacher Commitment in Public Secondary Schools in Nyahururu Sub-County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 4760-4772, October.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:3s:p:4760-4772
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    References listed on IDEAS

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    1. Mustafa Altun, 2017. "The Effects of Teacher Commitment on Student Achievement: A Case Study in Iraq," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 7(11), pages 417-426, November.
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