Africana Journal Articles

How Effectively Principals are Implementing the Ministry of Education's Policy to Support Teachers' Professional Development in Kisii County, Kenya


This study investigated how effectively principals are implementing the Ministry of Education policy on teacher professional development to support teachers’ professional development in Kisii County, Kenya. The Adult Learning Theory (andragogy) served as the theoretical framework for this study. With an emphasis on merging both cross-sectional and phenomenological research designs, the study used a mixed-methods research technique, notably convergent design. The study's target population included 4,436 teachers, 3,000 Form Three students, and 340 principals from 340 public secondary schools in Kisii County. The sample size for the study included 300 form three students, 354 teachers, 34 principals from 34 public secondary schools in Kisii County, and 11 Sub-County directors of education. Stratified, simple random, systematic random, and purposive sampling techniques were used in the selection of the participants. Questionnaires, a detailed interview guide, and a focus group discussion guide were used to gather the data. The study instruments received assessments for face and content validity as well reliability prior to data collection. Using descriptive statistics, such as percentages and frequencies, quantitative data was analyzed. The hypothesis was tested with the help of inferential statistics like the ANOVA and the Spearman rank correlation. Codes and categories were developed for the analysis of qualitative data. Findings indicate that despite commendable efforts being made, problems including resource shortages and differences in how policies are interpreted still remain. The study concluded that, Kisii County principals have worked very hard to implement the Ministry of Education's policy in supporting teachers' professional development into practice. To improve the consistency and effectiveness of policy execution, recommendations include policy clarity, greater training, and higher resource allocation.


Teacher professional development; Principals role in educational policy implementation; Professional Growth; Educational policy


Nyakundi, J.O., Momanyi, M., & Wambiya, P. (2023). How effectively principals are implementing the Ministry of Education's policy to support Teachers' Professional Development in Kisii County, Kenya. Journal of Africana Articles, 4(5), 1-12.