| dc.description.abstract | Teachers are the pillars that support the interpretation of education policies which give bearings to the
implementation of curriculum, through well-coordinated instructional programmes and assessment of learning
outcomes. Thus the importance of their qualifications and motivation cannot be over emphasized. The government
of Kenya organizes staff development programmes for teachers in Public Primary Schools in Boro Division, Siaya
Sub-County. However, the performance of learners at K.C.P.E. has been very low over the years. The purpose of
this study was to explore the influence of staff development of teachers on learners’ academic performance in
K.C.P.E in Boro Division in Siaya sub-county, Kenya. The objectives of the study were to; find out the influence of
in-service courses of teachers on learners’ academic performance, assess the influence of further studies of
teachers on learners’ academic performance, describe the influence of promotion of teachers to higher job groups
on learners’ academic performance and explore the influence of promotion of teachers to leadership positions on
learners’ academic performance. Victor Vroom’s (1964) Expectancy Theory guided the study. The study
population was composed of 160 teachers, 39 head teachers and 39 deputy head teachers. The study sample
constituted of 48 teachers, 12 head teachers and 12 deputy head teachers chosen through stratified random
sampling. Descriptive survey research design was used in the study. Reliability of the instruments was determined
by using test-retest method of Pearson product moment coefficient r, whereby a coefficient of 0.7 was found and
considered reliable. Validity of the instruments was determined by two experts in the department of curriculum
and education management. Questionnaires, In-depth interviews and Documentary analysis were used to collect
data for the study. Quantitative data were analyzed by using Scientific Package for Social Sciences (SPSS) version
20 to produce descriptive statistics such as frequencies and percentages, while qualitative data were analyzed
thematically. On the concern of influence of in-service courses of teachers on learners’ academic performance, the
study found out that teachers learn new contents in respective subjects and are enabled to plan lessons as per
learner needs, Regarding influence of further studies of teachers on learners’ academic performance, the study
found out that teachers learn practical teaching approaches however, majority of teachers do not use them in class
due to mismatch between what they learnt and what is taught in schools. Additionally, on influence of promotion
of teachers to higher job groups on learners’ academic performance, the study revealed that it has not earned
much in class work because many teachers were promoted on the basis of further studies and not on basis of
performance. Concerning, influence of promotion of teachers to leadership on learners’ academic performance,
the study found out that it enable them to add effort at work and increases their status and ability to influence
stakeholders input in the schools. The study recommended that in-service courses of teachers should be organizedregularly and facilitated by competent personnel; clear policy on further studies should be developed to guide on
subjects to be learnt, teachers with higher qualifications should be identified and used in areas such as curriculum
development and administration consultants to motivate them, appointment to leadership should be based on
teachers who have acquired specific training in line with school administration. A study on influence of pre-service
teacher training on learners’ academic performance, influence of teachers’ performance appraisal on learners’
academic performance and influence of head teachers’ performance contracting on learners’ academic
performance would broaden the understanding of the current problem. | en_US |
