肯尼亚瓦辛吉舒县中学专业发展对教师绩效的影响

BORNES C. KORIR, PhD, ANNE KALEI, PhD, TRUPHOSA KORIR, PhD, ROBERT ONYANGO, PhD
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引用次数: 0

摘要

教育的质量取决于教师在整个职业生涯中如何熟练和积极地提高他们的专业知识和技能,以取得持续的成绩。在这方面,不断增长的需求要求教师通过专业发展策略提高他们在课程和教学方法方面的知识和技能。然而,教师专业发展的差距是一个世界性的问题。这就要求教师的发展超越他们最初的培训。在这方面,本研究的重点是专业发展对教师绩效的影响。为了成功地完成研究目标,本研究采用了解释性研究方法。调查对象为248所公立中学的教师。研究对象为华新桂树县248所公立中学的2262名教师。采用Yamane太郎(1967)公式确定340名教师的样本量。采用问卷收集数据,在南帝县进行预测后的效度和信度检验。数据分析采用SPSS version 20进行推理统计和描述性统计。从研究结果来看,正式专业发展(t = 12.292, P< 0.05)和非正式专业发展(t = 2.075, P< 0.05),表明所有专业发展策略都显著影响瓦新吉曙县公立中学教师的绩效。所有两种专业发展策略(非正式专业发展和正式专业发展)共同解释了56.5%的教师绩效差异。在这方面,公立中学应通过政策框架鼓励教师的专业发展策略,以最大限度地提高教师的绩效。关键词:专业发展与教师绩效引用:Korir, b.c., Kalei, A., Korir, T., &;王志强,陈志强(2009)。肯尼亚华辛吉舒县中学专业发展对教师绩效的影响商业战略杂志;变革管理,10(3),214 - 226。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
INFLUENCE OF PROFESSIONAL DEVELOPMENT ON TEACHERS' PERFORMANCE IN SECONDARY SCHOOLS IN UASIN GISHU COUNTY, KENYA
The quality of education depends on how skilled and motivated teachers are to improve their professional knowledge and skills throughout all their career for sustained performance. In this regard there has been a growing and continuous demand for teachers to improve their knowledge and skills on curriculum and teaching methodology through professional development strategies. However, gaps in teacher’s professional development is a worldwide problem. This calls for the development of teachers beyond their initial training. In this regard the study focused on the effect of professional development on teachers' performance. In order to successfully accomplish the objective, the study used an explanatory research methodology. The teachers from 248 public secondary schools were the target demographic. The target population was 2262 teachers from 248 public secondary schools in Uasin Gishu County. Taro Yamane (1967) formula was used to determine the study’s sample size of 340 teachers. Data was collected using a questionnaire which was tested for validity and reliability after pre-testing in Nandi County. Data was analysed inferential and descriptive statistics Using SPSS version 20. From the findings formal professional development (t = 12.292, P<.05) and informal professional development (t = 2.075, P<.05), implying that all the professional development strategies significantly affected teachers' performance in public secondary schools in Uasin Gishu County. All the two professional development strategies understudy (informal and formal professional development) jointly explained 56.5 percent variation on teachers' performance. In this regard the public secondary schools should encourage teachers’ professional development strategies for maximal teacher performance through a policy framework. Key words: Professional Development and Teachers' Performance CITATION: Korir, B. C., Kalei , A., Korir, T., & Onyango, R. (2023). Influence of professional development on teachers' performance in secondary schools in Uasin Gishu County, Kenya. The Strategic Journal of Business & Change Management, 10 (3), 214 – 226.
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