Browsing by Author "Wafula, Samuel Mabele"

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    An Investigation into Collaborative Stakeholder Engagement’s Effect on Teacher Professional Development Implementation in Kenya
    (East African Journal of Education Studies, 2024-08-09) Wafula, Samuel Mabele; Likoko, Sarah Naliaka; Ong’anyi, Paul Obino
    Quality education is attributed to the quality of teaching. Teacher Professional Development (TPD) is vital towards improved quality of teaching in Kenya. To achieve this, Teachers Service Commission (TSC) rolled out TPD, whose successful implementation is at risk due to criticism from various stakeholders. This study sought to investigate the effect of stakeholder collaboration on implementation of TPD in Kenya. It adopted a descriptive survey study design. The study targeted a population of 327349 teachers from public schools and 188 TPD coordinators from accredited TPD service providers. Using the Krejcie and Morgan Table of 1970, a sample of 384 teachers, and 8 TPD coordinators was adequate for the study. However, to increase the statistical power of the study, the researcher used a sample of 404 respondents. Simple random sampling was used to identify one institution accredited to offer TPD. Each accredited institution enrolled teachers across Kenya. Exponential non-discriminative snowball sampling was used to select teacher respondents. TPD coordinators were selected by purposive sampling. Cluster sampling was used to ensure all the regions were included in the study. Both quantitative and qualitative data were collected using questionnaires and interviews respectively. Data was analyzed using descriptive statistics by way of frequencies, mean and standard deviations as well as inferential statistics including Pearson correlation and simple linear regression. The findings showed a significant positive effect of stakeholder collaboration on implementation of TPD. Effects of stakeholder collaboration explained a significant proportion of variation in implementation of TPD with, (t=2.536, B =.285, p<.0001). The study concluded that an increase in stakeholder collaboration positively influenced implementation of TPD. It recommended establishment of an institution mandated to conduct TPD-related activities in Kenya and work in collaboration with relevant education sector stakeholders in order to effectively implement TPD.
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    Future of Teacher Professional Development in Kenya: Strategic Leadership Approach
    (European Journal of Education Studies, 2023-06-12) Wafula, Samuel Mabele; Likoko, Sarah Naliaka; Ong’anyi, Paul Obino
    The purpose of this study was to examine the place of strategic leadership in the implementation of teacher professional development (TPD). The study was done through a literature review of two kinds: policy documents and published studies. Published studies were identified using Dimensions and Google search engines and through pearl growing. The search queries targeted studies published between 2013 and 2022 whose titles, abstracts, or keywords contained terms related to teachers’ professional development, strategic implementation and strategic leadership in fields of education, business and management. Studies which lacked these terms were deemed irrelevant and excluded. The findings were based on the review, analysis and synthesis of 33 relevant studies. Consensus across multiple studies was that strategic leadership influences strategy implementation which informed the recommendation of strategic leadership in TPD implementation. Threats to TPD implementation such as potential resistance by teachers, misalignment of goals, cost implications and lack of a clear organization structure were established and areas of further research were recommended.